Elementary Music Curriculum Guide Is to Be Used As a Primary Resource in All Brevard Public School Elementary Music Programs

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Revised 2014 Brevard County Public Schools Updated with new resources 2017 Dr. Brian T. Binggeli, Superintendent

ELEMENTARY MUSIC GUIDE

Writing Team

Michelle L. Couch Music Teacher, Riviera Elementary School

Christine J. Givens Music Teacher, MILA Elementary School

Kimberly M. Haggard Music Teacher, Fairglen Elementary School

Andrea E. Orth Music Teacher, Manatee Elementary

Joani M. Slawson Music Teacher, Saturn Elementary

Cynthia S. Johnson Music Resource Teacher, Brevard Public Schools

Table of Contents

PROGRAM PHILOSOPHY ...... 6 PROGRAM OBJECTIVES ...... 6 FOREWORD ...... 7 INTRODUCTION TO CONTENTS ...... 8 COURSE DESCRIPTIONS ...... 11

KINDERGARTEN - 1st Nine Weeks...... 14 FIRST GRADE - 1st Nine Weeks ...... 19 SECOND GRADE - 1st Nine Weeks ...... 23 THIRD GRADE - 1st Nine Weeks ...... 26 FOURTH GRADE - 1st Nine Weeks ...... 27 FIFTH GRADE - 1st Nine Weeks ...... 33 SIXTH GRADE – 1st Nine Weeks ...... 36

KINDERGARTEN - 2nd Nine Weeks ...... 39 FIRST GRADE - 2nd Nine Weeks ...... 44 SECOND GRADE – 2nd Nine Weeks...... 48 THIRD GRADE – 2nd Nine Weeks ...... 53 FOURTH GRADE – 2nd Nine Weeks...... 57 FIFTH GRADE – 2nd Nine Weeks ...... 64 SIXTH GRADE – 2nd Nine Weeks ...... 69

KINDERGARTEN - 3rd Nine Weeks...... 74 FIRST GRADE - 3rd Nine Weeks ...... 78 SECOND GRADE – 3rd Nine Weeks ...... 82 THIRD GRADE - 3rd Nine Weeks ...... 86 FOURTH GRADE – 3rd Nine Weeks ...... 91 FIFTH GRADE – 3rd Nine Weeks ...... 96 SIXTH GRADE - 3rd Nine Weeks...... 102

KINDERGARTEN - 4th Nine Weeks ...... 106 FIRST GRADE – 4th Nine Weeks...... 109 SECOND GRADE – 4th Nine Weeks ...... 112

THIRD GRADE – 4th Nine Weeks ...... 115 FOURTH GRADE - 4th Nine Weeks ...... 119 FIFTH GRADE – 4th Nine Weeks ...... 123 SIXTH GRADE – 4th Nine Weeks ...... 128

ACCESS POINTS ...... 131

REFERENCE TABLES ...... 165 ESSENTIAL QUESTIONS ...... 167 VOCABULARY LISTS ...... 168 BEST PRACTICES ...... 170 SUPPLEMENTAL INFORMATION ...... 174

PROGRAM PHILOSOPHY

The purpose of Brevard County’s school music education program is to develop within students a lasting enjoyment and appreciation of music, to provide an opportunity for students to develop a sense of personal accomplishment, and to allow students to develop skills that can enrich their adult lives or lead to careers in music.

PROGRAM OBJECTIVES

The objectives for students in the music program are:

1. to make music alone and with others. 2. to improvise and create music. 3. to use the vocabulary and notation of music on the most skilled level possible. 4. to respond to music aesthetically, intellectually, and emotionally. 5. to identify diverse musical styles and genres. 6. to identify the role music has played and continues to play in the life of mankind. 7. to make aesthetic judgments based on critical listening and analysis. 8. to develop a commitment to music. 9. to encourage others to support the musical life of the community. 10. to continue musical learning as a lifelong process.

FOREWORD

The Elementary Music Curriculum Guide is to be used as a primary resource in all Brevard Public School elementary music programs. It includes input from music teachers, administrators, and district personnel. The document is written as a guide not only for teachers new to Brevard County, but also to assist experienced teachers in tailoring their existing music programs to meet the Next Generation Sunshine State Standards from the Florida Department of Education.

The Guide covers, in depth, elements of music which should be taught in the curriculum. The district’s adopted textbook series expands upon these elements and includes a classified index which integrates the music program into the elementary music curriculum. Assessments have been written to measure student learning. These assessments are also intended to assist music educators with the implementation of their Professional Growth Plans. Standards are presented in a quarterly pacing guide format. It is recommended that music teachers follow the pacing guides to promote the highest level of student achievement. Also included in the guide is a Best Practices checklist for teachers, administrators, and students. The intent of the checklist is to facilitate the development of a quality music program.

The National Association for Music Educators, the organization that serves as a leader and spokesman for music education in the United States, recommends general music instruction each week for at least 90 minutes, excluding time devoted to elective instrumental or choral instruction. In order to accomplish the objectives in the Brevard School District Elementary Music Curriculum Guide, it is recommended that students receive 90 minutes per week or more of music instruction.

As students participate in organized musical activities, they learn cooperation and an awareness of their role in community and society. The awareness can lead students to appreciate not only their own culture, but also others around the world. Students’ lives can be enriched by the intellectual meaning and enjoyment that the unique qualities of music afford.

Critical thinking skills and problem solving techniques developed from musical experiences can transfer easily into daily life. The self-discipline and creativity fostered through music can benefit not only students but society in general. By defining this curriculum’s purpose and direction, it is hoped that school and community will unite in valuing the goals and outcomes of music education.

INTRODUCTION TO CONTENTS

This Elementary Music Curriculum Guide provides a sequential approach to music instruction at the elementary level (K-6). Since the guide develops skills by grade levels, it may be necessary to begin at a lower grade level conceptually, depending on the group’s abilities and past musical experiences.

CURRICULUM GUIDE

The Curriculum Guide serves as a resource for the teacher. Each Next Generation Sunshine State Standard (NGSSS) is broken down into Big Ideas, then Enduring UNDERSTANDings, and finally KNOWs.

The Florida Department of Education has defined the terms this way:

The Big Ideas are the major organizing points for music education in Florida and provide a broad overview of what students should know and be able to do. They include descriptive material to help focus sequential instruction throughout K-12. Big Ideas are not designed for measurement purposes.

The Enduring UNDERSTANDings (EUs) are subsets of the Big Ideas, providing a more focused view of arts education and targeted understandings for Florida’s students to begin building during the primary grades, where foundations are laid, through to students’ arts experiences in high school and beyond. Like the Big Ideas, they are not designed for assessment purposes; rather they’re expressed in general terms that will allow arts teachers at the classroom level to identify or design Essential Questions for planning purposes.

KNOWs drive instruction in Florida’s classrooms and, therefore, have been made specific and measurable. Organized under each Big Idea and Enduring UNDERSTANDing, the KNOWs explicitly describe what students should know and be able to do in Music.

Access Points have been provided by the Department of Education. These points break the KNOWs into levels of complexity for students with significant cognitive disabilities. There are three levels of complexity: Independent, Supported, and Participatory. Teachers will find a hyperlink from each EU to its corresponding Access Point in the Curriculum Guide.

INTRODUCTION TO CONTENTS (cont.)

ORGANIZATION OF NEXT GENERATION SUNSHINE STATE STANDARDS

MU.1.C.2.3BAC

Subject Area Grade Big Idea Enduring UNDERSTANDing KNOW

MU Subject Area (Music)

MU.1 Grade Level (K-6th grade for Brevard; 6th is part of middle school therefore designated by 68 in the KNOWs.)

MU.1.C Big Idea

C: Critical Thinking and Reflection S: Skills, Techniques, and Processes O: Organizational Structure H: Historical and Global Connections F: Innovation, Technology, and the Future

MU.1.C.2 Enduring UNDERSTANDing

MU.1.C.2.3 KNOW

MU.1.C.2.3BAC Superscript designation references the Item Specifications. BAC = Best Assessed in the Classroom, I = Important, E = Essential, P = Performing, C = Creating, R = Responding, NTK = Nice to Know, O = On-demand.

INTRODUCTION TO CONTENTS (cont.)

A list of Resources to the right of each KNOW provides teachers with model lessons in the Quaver curriculum. All lessons referenced can be found in the Custom Curriculum. The lesson naming convention, i.e. 0.BPS.BEAT.RHY.LP1, refers to Grade Level (0 = Kindergarten, 1 = first grade, etc.), Brevard Public Schools, module by quarter (Beat/Rhythm, Melody/Harmony, Form/Expression, and Create), then the Lesson Plan number. All lessons can be found at www.quavermusic.com.

REFERENCE TABLE

The Reference Table lists basic elements of music and the vocabulary appropriate for each grade level. Keywords are listed in order of introduction in the curriculum guide. Basic elements in the reference table include: Melody, Rhythm, Form, Expressive Characteristics, and Harmony. Within the curriculum, each of the elements included on the table has a link to take you directly to the table. Within the table, each grade level has a link to take you back to the first nine weeks curriculum.

APPENDICES

Various resources, including the Best Practices checklist, have been placed in the Appendix at the end of the Guide. Teachers will find a list of classroom instruments, local and national vendors, professional organizations, and other helpful information there. Several of the documents, including pitched and unpitched instruments, can be accessed via hyperlink in the Curriculum Guide.

♫ COURSE DESCRIPTIONS

KINDERGARTEN Course Title: Music - Grade Kindergarten Course Number: 5013060 Course Length: Year Course Description: Kindergarten students in music class explore their environment and music world through a variety of experiences. Singing, listening, and movement activities will form the foundation for musical development, along with thinking, self-expression, and communication skills will be developed through singing, movement, creative musical play, creating, listening, and understanding activities. A variety of carefully chosen music will allow students to gain knowledge of one's self and build understanding, acceptance, and enrichment throughout their lives. By fostering creativity throughout the curriculum, the seeds of innovation will begin to bloom even in these novice learners. Special Note: This class may include opportunities to participate in extra rehearsals and performances beyond the school day.

FIRST GRADE Course Title: Music - Grade One Course Number: 5013070 Course Length: Year Course Description: First-grade students in music class explore their world through listening, singing, moving, playing instruments, and creating to stimulate the imagination and lead to innovation and creative risk-taking. As they develop basic skills, techniques, and processes in music, they strengthen their music and extra-music vocabulary and music literacy, as well as their ability to remember, focus on, process, and sequence information. As students sing, play, move, and create together, they develop the foundation for important skills such as teamwork, acceptance, respect, and responsibility that will help students be successful in the 21st century. Special Note: This class may include opportunities to participate in extra rehearsals and performances beyond the school day.

SECOND GRADE Course Title: Music - Grade Two Course Number: 5013080 Course Description: Second-grade students in music class continue exploration of their world as they strengthen their musical skills, techniques, and processes. Student’s working vocabulary and musical literacy and understanding deepen with the ability to use unique musical language to communicate their own ideas. Connections with the arts and other disciplines allow students to transfer knowledge and skills to and from other fields of study. As students sing, play, move, and create together, they continue to build such important skills as teamwork, acceptance, respect, and responsibility that will help them be successful in the 21st century. Special Note: This class may include opportunities to participate in extra rehearsals and performances beyond the school day. 11

THIRD GRADE Course Title: Intermediate Music 1 Course Number: 5013090 Course Length: Year Course Description: Third-grade* students in music class explore their world by engaging in active learning processes to refine the skills, techniques, and processes of musicianship through such activities as improvisation and arranging. As they continue to develop their working music and cross-content vocabulary and become able to identify fundamental characteristics of musical structures, they demonstrate artistic growth through cognition and reflection and endeavor to use their own artistic voices to communicate ideas and inventions. They recognize the importance of cultural experiences in music throughout history and in emerging art forms. Music students examine the positive impact of the arts in society and practice creative risk-taking in preparation for contributive citizenship in the 21st century. Special Note: This class may include opportunities to participate in extra rehearsals and performances beyond the school day.

FOURTH GRADE Course Title: Intermediate Music 2 Course Number: 5013100 Course Length: Year Course Description: Fourth-grade* students in music class explore artistic intent by investigating the inventive development of ideas, applying musicianship skills and techniques while engaging in the creation and interpretation of the arts. They analyze the characteristics of musical structures from simple to complex to build understanding and respect for the creative process. As they examine the significant cultural contributions in the arts throughout history, particularly in Florida, they become increasingly able to identify the connections among music and other fields of study. Music students also develop knowledge of careers in, and related to, the arts as they explore the impact of music on the local and global economies of the 21st century and strengthen personal skills for success throughout school and beyond. Special Note: This class may include opportunities to participate in extra rehearsals and performances beyond the school day.

FIFTH GRADE Course Title: Intermediate Music 3 Course Number: 5013110 Course Length: Year Course Description: Fifth-grade* students in music class develop and analyze the skills necessary for the critical assessment of artistic works and creative works in other contexts. They demonstrate the proficiency of comprehensive musicianship and interpretive skills in the arts, which allows them to explore manipulation of musical structures to represent a personal and creative form of artistic communication. As students become more musically sophisticated, they establish and document reciprocal relationships among music and other disciplines of study. They learn to transfer their music knowledge and innovative skills as a means of discovering the significant contributions of music and the arts, in general, to positive social development and global economic success in the 21st Century. Special Note: This class may include opportunities to participate in extra rehearsals and performances beyond the school day.

SIXTH GRADE Course Title: M/J Exploring Music 1 Course Number: 1301090 Course Length: Year Course Description: Students explore the essential elements of 20th- and 21st-century music in America (e.g., jazz, rock, soul, blues) and global cultures (e.g., Latin, Bollywood, European, Asian, world drumming). Students reflect on the significance of social influences and historical events on the development of music. Participants focus on the creation, use, and performance of music; and the modes of listening, distributing, and gaining access to music. Public performances may serve as a resource for specific instructional goals. Students may be expected to attend one or more performances outside the school day to support, extend, and assess learning in the classroom.

♫ KINDERGARTEN - 1st Nine Weeks (2nd 3rd 4th) Resource page numbers refer to Making Music 2002 textbook

Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing # 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. KNOW: DO: Resources Rhythm MU.K.C.1.1BAC Respond to music from various sound sources to show 0.BPS.BEAT.RHY.LP1  steady beat awareness of steady beat. 0.BPS.BEAT.RHY.LP2 Body percussion  use body percussion to demonstrate awareness of steady beat through songs, 0.BPS.BEAT.RHY.LP3  snap chants, or speech pieces. 0.BPS.BEAT.RHY.LP4 0.BPS.BEAT.RHY.LP5  clap  move independently in time to various sound sources, e.g., recordings, 0.BPS.BEAT.RHY.LP6  pat instruments. 0.BPS.BEAT.RHY.LP7  stamp  perform a steady beat based on a personal and/or group sense of pulse. 0.BPS.BEAT.RHY.LP8 Movement “Beat Buddies” - Use  body levels small stuffed animals to show the beat.

Timbre MU.K.C.1.3E R Identify, visually and aurally, pitched and non-pitched classroom 0.BPS.BEAT.RHY.LP4 Classroom instruments instruments. 0.BPS.BEAT.RHY.LP5  unpitched  explore pitched and unpitched instruments through creative play. 0.BPS.BEAT.RHY.LP6 instruments  identify pitched and unpitched classroom instruments visually and aurally. 0.BPS.BEAT.RHY.LP7 0.BPS.BEAT.RHY.LP8  pitched instruments

Big Idea: SKILLS, TECHNIQUES, AND PROCESSES

Enduring UNDERSTANDing # 3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques. KNOW: DO: Resources Echo MU.K.S.3.4E P Imitate simple rhythm patterns played by the teacher or a peer. 0.BPS.BEAT.RHY.LP4 Rhythm  echo rhythm patterns using quarter notes, quarter rests, and beamed eighth notes 0.BPS.BEAT.RHY.LP5  quarter notes/rests on simple rhythm instruments. 0.BPS.BEAT.RHY.LP6  beamed eighth notes 0.BPS.BEAT.RHY.LP7 0.BPS.BEAT.RHY.LP8

Big Idea: INNOVATION, TECHNOLOGY, AND THE FUTURE

Enduring UNDERSTANDing # 3: The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts. KNOW: DO: Resources Share and help MU.K.F.3.1BAC Exhibit age-appropriate music and life skills that will add to the 0.BPS.BEAT.RHY.LP1 Be polite success in the music classroom. 0.BPS.BEAT.RHY.LP2 Take turns  take turns and share classroom materials. 0.BPS.BEAT.RHY.LP3 Manners  listen attentively when another person is playing or talking. 0.BPS.BEAT.RHY.LP4 Listen and do 0.BPS.BEAT.RHY.LP5  use polite words and actions to communicate with others. 0.BPS.BEAT.RHY.LP6  acknowledge that others have different opinions or views. 0.BPS.BEAT.RHY.LP7 0.BPS.BEAT.RHY.LP8 “Where is Thumbkin” (traditional)

Additional Benchmarks

KNOW: DO: Reference Rhythm DA.K.S.3.3BAC Develop kinesthetic awareness by maintaining personal space 0.BPS.BEAT.RHY.LP1 Body Percussion and moving in pathways through space. 0.BPS.BEAT.RHY.LP2  snap  create a personal space ‘bubble’, e.g., have students put arms out and turn in a 0.BPS.BEAT.RHY.LP3  pat circle. 0.BPS.BEAT.RHY.LP4 0.BPS.BEAT.RHY.LP5  clap  move through space while maintaining personal space ‘bubble.’ 0.BPS.BEAT.RHY.LP6  stamp  explore pathways while maintaining personal space ‘bubble,’ e.g., zig zag, 0.BPS.BEAT.RHY.LP7 Movement curved and straight line. 0.BPS.BEAT.RHY.LP8  body levels MU.K.C.1.1  lyrical/percussive Manners LAFS.K.SL.1.3BAC Ask and answer questions in order to seek help, get 0.BPS.BEAT.RHY.LP1 Take turns information, or clarify something that is not understood. 0.BPS.BEAT.RHY.LP2 0.BPS.BEAT.RHY.LP3 0.BPS.BEAT.RHY.LP4 0.BPS.BEAT.RHY.LP5 0.BPS.BEAT.RHY.LP6 0.BPS.BEAT.RHY.LP7 0.BPS.BEAT.RHY.LP8 MU.K.C.3.1

Instrument procedures MAFS.K12.MP.5.1BAC Use appropriate tools strategically. Proficient students 0.BPS.BEAT.RHY.LP3 Tools: metronome, notation are sufficiently familiar with tools appropriate for their grade or course to make 0.BPS.BEAT.RHY.LP4 software, digital recorder, sound decisions about when each of these tools might be helpful, recognizing 0.BPS.BEAT.RHY.LP5 pencil, reference materials both the insight to be gained and their limitations. They detect possible errors. 0.BPS.BEAT.RHY.LP6 and media resources, They are able to use technological tools to explore and deepen their 0.BPS.BEAT.RHY.LP7 0.BPS.BEAT.RHY.LP8 accumulated knowledge, understanding of concepts. MU.K.S.3.2 maintenance accessories,  recognize the connection between a problem and a properly used tool that may keyboard instruments, provide a solution microphone, amplifier  understand that specific tools, while assisting in the process, do not supersede skills and technique.  understand that proper procedures keep students and instruments safe.

Rules HE.K.B.5.3BAC Recognize the consequences of not following rules/practices when 0.BPS.BEAT.RHY.LP1 Consequences making healthy and safe decisions. 0.BPS.BEAT.RHY.LP2 Procedures 0.BPS.BEAT.RHY.LP3 0.BPS.BEAT.RHY.LP4 0.BPS.BEAT.RHY.LP5 0.BPS.BEAT.RHY.LP6 0.BPS.BEAT.RHY.LP7 0.BPS.BEAT.RHY.LP8 MU.K.F.3.1

Locomotor vs. non- PE.K.C.2.1BAC Recognize locomotor skills. 0.BPS.BEAT.RHY.LP1 locomotor  explore various locomotor movements, i.e. walking, skipping, hopping, 0.BPS.BEAT.RHY.LP2 marching, slithering, sliding, skating, etc. 0.BPS.BEAT.RHY.LP3 0.BPS.BEAT.RHY.LP4 0.BPS.BEAT.RHY.LP5 0.BPS.BEAT.RHY.LP6 0.BPS.BEAT.RHY.LP7 0.BPS.BEAT.RHY.LP8 MU.K.C.1.1

Rules PE.K.C.2.2BAC Recognize physical activities have safety rules and procedures. 0.BPS.BEAT.RHY.LP1 Consequences 0.BPS.BEAT.RHY.LP2 Procedures 0.BPS.BEAT.RHY.LP3 0.BPS.BEAT.RHY.LP4 0.BPS.BEAT.RHY.LP5 0.BPS.BEAT.RHY.LP6 0.BPS.BEAT.RHY.LP7 0.BPS.BEAT.RHY.LP8 MU.K.F.3.1

Creativity PE.K.R.6.2BAC Identify a benefit of willingly trying new movements and motor 0.BPS.BEAT.RHY.LP1 Taking a risk skills. 0.BPS.BEAT.RHY.LP2 Exercise 0.BPS.BEAT.RHY.LP3 0.BPS.BEAT.RHY.LP4 0.BPS.BEAT.RHY.LP5 0.BPS.BEAT.RHY.LP6 0.BPS.BEAT.RHY.LP7 0.BPS.BEAT.RHY.LP8 MU.K.F.3.1

Perseverance PE.K.R.6.3BAC Identify the benefits of continuing to participate when not 0.BPS.BEAT.RHY.LP1 Determination successful on the first try. 0.BPS.BEAT.RHY.LP2 0.BPS.BEAT.RHY.LP3 0.BPS.BEAT.RHY.LP4 0.BPS.BEAT.RHY.LP5 0.BPS.BEAT.RHY.LP6 0.BPS.BEAT.RHY.LP7 0.BPS.BEAT.RHY.LP8 MU.K.F.3.1

♫ FIRST GRADE - 1st Nine Weeks (2nd 3rd 4th)

Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing # 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. KNOW: DO: Resources Timbre MU.1.C.1.3E R Classify instruments into pitched and non-pitched percussion 1.BPS.BEAT.RHY.LP2  pitched instruments families. 1.BPS.BEAT.RHY.LP3  unpitched instruments  identify percussion instruments when presented visually and aurally, i.e. rhythm 1.BPS.BEAT.RHY.LP4 Sort sticks, woodblock, triangle, maracas, tambourine, finger cymbals, xylophone, 1.BPS.BEAT.RHY.LP5 1.BPS.BEAT.RHY.LP6 metallophone, glockenspiel, piano. 1.BPS.BEAT.RHY.LP7  classify instruments into pitched and unpitched percussion families.

Big Idea: SKILLS, TECHNIQUES, AND PROCESSES

Enduring UNDERSTANDing # 3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques. KNOW: DO: Resources Traditional notation MU.1.S.3.4E R Match simple aural rhythm patterns in duple meter with written 1.BPS.BEAT.RHY.LP1  quarter note/rest patterns. 1.BPS.BEAT.RHY.LP2  beamed eighth notes  explore simple patterns using echo and body percussion. 1.BPS.BEAT.RHY.LP3 Non-traditional notation  learn and identify aural patterns using visual representation. 1.BPS.BEAT.RHY.LP4 1.BPS.BEAT.RHY.LP5  read and perform simple rhythm patterns in response to traditional and 1.BPS.BEAT.RHY.LP6 nontraditional notation. 1.BPS.BEAT.RHY.LP7  match aural rhythm patterns with written notation. 1.BPS.BEAT.RHY.LP8

Big Idea: INNOVATION, TECHNOLOGY, AND THE FUTURE

Enduring UNDERSTANDing # 3: The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts. KNOW: DO: Resources Share and help MU.1.F.3.1NTK R Demonstrate appropriate manners and teamwork necessary 1.BPS.BEAT.RHY.LP1 Be polite for success in a music classroom. 1.BPS.BEAT.RHY.LP2 Take turns  demonstrate appropriate audience behavior during class performances. 1.BPS.BEAT.RHY.LP3 Manners  take turns and share classroom materials. 1.BPS.BEAT.RHY.LP4 Listen and do 1.BPS.BEAT.RHY.LP5  use polite words and actions when communicating with teacher and other 1.BPS.BEAT.RHY.LP6 Audience behavior students. 1.BPS.BEAT.RHY.LP7 Respect for others and  treat classroom equipment with respect. 1.BPS.BEAT.RHY.LP8 equipment  actively participate in lessons, including group and individual activities.

Additional Benchmarks

KNOW: DO: Reference Traditional notation DA.1.S.3.4BAC Demonstrate acuity in transferring given rhythmic patterns 1.BPS.BEAT.RHY.LP1 Non-traditional notation from the aural to the kinesthetic. 1.BPS.BEAT.RHY.LP2 Body Percussion  explore simple patterns using echo and body percussion. 1.BPS.BEAT.RHY.LP3  learn and identify aural patterns using visual representation. 1.BPS.BEAT.RHY.LP4 1.BPS.BEAT.RHY.LP5 1.BPS.BEAT.RHY.LP6 1.BPS.BEAT.RHY.LP7 1.BPS.BEAT.RHY.LP8 MU.1.S.3.4

Speaker LAFS.1.SL.1.3BAC Ask and answer questions about what a speaker says in order 1.BPS.BEAT.RHY.LP1  composer to gather additional information or clarify something that is not understood. 1.BPS.BEAT.RHY.LP2  conductor  ask and answer questions. 1.BPS.BEAT.RHY.LP3 1.BPS.BEAT.RHY.LP4  performer 1.BPS.BEAT.RHY.LP5 Lyrics/text 1.BPS.BEAT.RHY.LP6 1.BPS.BEAT.RHY.LP7 1.BPS.BEAT.RHY.LP8 MU.1.H.1.2

Instrument procedures MAFS.K12.MP.5.1BAC Use appropriate tools strategically. Proficient students 1.BPS.BEAT.RHY.LP2 Tools: metronome, notation are sufficiently familiar with tools appropriate for their grade or course to make 1.BPS.BEAT.RHY.LP3 software, digital recorder, sound decisions about when each of these tools might be helpful, recognizing 1.BPS.BEAT.RHY.LP4 pencil, reference materials both the insight to be gained and their limitations. They detect possible errors. 1.BPS.BEAT.RHY.LP5 and media resources, They are able to use technological tools to explore and deepen their 1.BPS.BEAT.RHY.LP6 1.BPS.BEAT.RHY.LP7 accumulated knowledge, understanding of concepts. 1.BPS.BEAT.RHY.LP8 maintenance accessories,  recognize the connection between a problem and a properly used tool that may MU.1.S.2.1 keyboard instruments, provide a solution microphone, amplifier  understand that specific tools, while assisting in the process, do not supersede skills and technique.  understand that proper procedures keep students and instruments safe.

Rules HE.1.B.5.3BAC Explain the consequences of not following rules/practices when 1.BPS.BEAT.RHY.LP1 Procedures making healthy and safe decisions. 1.BPS.BEAT.RHY.LP2 Consequences 1.BPS.BEAT.RHY.LP3 1.BPS.BEAT.RHY.LP4 1.BPS.BEAT.RHY.LP5 1.BPS.BEAT.RHY.LP6 1.BPS.BEAT.RHY.LP7 1.BPS.BEAT.RHY.LP8 MU.1.F.3.1

Correct use of heels and toes PE.1.C.2.1BAC Identify the critical elements of locomotor skills. 1.BPS.BEAT.RHY.LP1 Bending knees 1.BPS.BEAT.RHY.LP2 Forward, sideways, 1.BPS.BEAT.RHY.LP3 backward directions 1.BPS.BEAT.RHY.LP4 1.BPS.BEAT.RHY.LP5 1.BPS.BEAT.RHY.LP6 1.BPS.BEAT.RHY.LP7 1.BPS.BEAT.RHY.LP8 MU.1.O.3.1

Rules PE.1.C.2.2BAC Identify safety rules and procedures for teacher-selected physical 1.BPS.BEAT.RHY.LP1 Procedures activities. 1.BPS.BEAT.RHY.LP2 Personal space 1.BPS.BEAT.RHY.LP3 1.BPS.BEAT.RHY.LP4 1.BPS.BEAT.RHY.LP5 1.BPS.BEAT.RHY.LP6 1.BPS.BEAT.RHY.LP7 1.BPS.BEAT.RHY.LP8 MU.1.F.3.1

♫ SECOND GRADE - 1st Nine Weeks (2nd 3rd 4th)

Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing # 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. KNOW: DO: Resources Expressive characteristics MU.2.C.1.1BAC Identify appropriate listening skills for learning about musical 2.BPS.BEAT.RHY.LP1  getting faster, getting examples selected by the teacher. 2.BPS.BEAT.RHY.LP2 slower  discuss ways to be an active listener, e.g., focus on the music, only sing or move 2.BPS.BEAT.RHY.LP3  getting softer, getting at an appropriate time, listen for patterns, identify instruments heard. 2.BPS.BEAT.RHY.LP4 2.BPS.BEAT.RHY.LP5 louder  engage in active listening using purposeful movement, listening maps, and/or 2.BPS.BEAT.RHY.LP6 Form checklists. 2.BPS.BEAT.RHY.LP7  call and response  describe what was heard using age-appropriate music vocabulary. 2.BPS.BEAT.RHY.LP8 Melody  repeated notes Timbre  Voices: child, adult male, adult female  instruments Timbre MU.2.C.1.3E R Classify non-pitched instruments into metals, membranes, 2.BPS.BEAT.RHY.LP3 Classroom instruments shakers, and wooden categories. 2.BPS.BEAT.RHY.LP4  metal  play unpitched instruments. 2.BPS.BEAT.RHY.LP5  wood  identify classroom instruments by timbre when presented visually and aurally. 2.BPS.BEAT.RHY.LP6 2.BPS.BEAT.RHY.LP7  shaker 2.BPS.BEAT.RHY.LP8  membrane pp. 64 -67, 103; “The Happy Hedgehog Band” Book Lesson http://goo.gl/0DBLK “There Was an Old Lady Who Swallowed a Fly” Book Lesson http://goo.gl/IsSjK

Additional Benchmarks

KNOW: DO: Reference Manners LAFS.2.SL.1.1BAC Participate in collaborative conversations with diverse 2.BPS.BEAT.RHY.LP1 Take turns partners about grade 2 topics and texts with peers and adults in small and 2.BPS.BEAT.RHY.LP2 Share larger groups. 2.BPS.BEAT.RHY.LP3 Respect  share opinions and ideas 2.BPS.BEAT.RHY.LP4 2.BPS.BEAT.RHY.LP5 2.BPS.BEAT.RHY.LP6 2.BPS.BEAT.RHY.LP7 2.BPS.BEAT.RHY.LP8

Musical speakers: LAFS.2.SL.1.3BAC Ask and answer questions about what a speaker says in order 2.BPS.BEAT.RHY.LP1  Conductor to clarify comprehension, gather additional information, or deepen 2.BPS.BEAT.RHY.LP2  Composer understanding of a topic or issue. 2.BPS.BEAT.RHY.LP3 2.BPS.BEAT.RHY.LP4  Performer 2.BPS.BEAT.RHY.LP5  Lyrics 2.BPS.BEAT.RHY.LP6 2.BPS.BEAT.RHY.LP7 2.BPS.BEAT.RHY.LP8

Instrument procedures MAFS.K12.MP.5.1BAC Use appropriate tools strategically. Proficient students 2.BPS.BEAT.RHY.LP3 Tools: metronome, notation are sufficiently familiar with tools appropriate for their grade or course to make 2.BPS.BEAT.RHY.LP4 software, digital recorder, sound decisions about when each of these tools might be helpful, recognizing 2.BPS.BEAT.RHY.LP5 pencil, reference materials both the insight to be gained and their limitations. They detect possible errors. 2.BPS.BEAT.RHY.LP6 and media resources, They are able to use technological tools to explore and deepen their 2.BPS.BEAT.RHY.LP7 2.BPS.BEAT.RHY.LP8 accumulated knowledge, understanding of concepts. maintenance accessories,  recognize the connection between a problem and a properly used tool that keyboard instruments,  may provide a solution microphone, amplifier  understand that specific tools, while assisting in the process, do not supersede skills and technique.  understand that proper procedures keep students and instruments safe.

Rules PE.2.C.2.2BAC Identify safety rules and procedures for selected physical 2.BPS.BEAT.RHY.LP1 Procedures activities. 2.BPS.BEAT.RHY.LP2 2.BPS.BEAT.RHY.LP3 2.BPS.BEAT.RHY.LP4 2.BPS.BEAT.RHY.LP5 2.BPS.BEAT.RHY.LP6 2.BPS.BEAT.RHY.LP7 2.BPS.BEAT.RHY.LP8

Technique PE.2.R.6.2BAC Discuss the relationship between skill competence and enjoyment. 2.BPS.BEAT.RHY.LP1 Proficiency 2.BPS.BEAT.RHY.LP2 2.BPS.BEAT.RHY.LP3 2.BPS.BEAT.RHY.LP4 2.BPS.BEAT.RHY.LP5 2.BPS.BEAT.RHY.LP6 2.BPS.BEAT.RHY.LP7 2.BPS.BEAT.RHY.LP8

Leader PE.2.R.6.3BAC Identify ways to contribute as a member of a cooperative group. 2.BPS.BEAT.RHY.LP1 Manners 2.BPS.BEAT.RHY.LP2 Share 2.BPS.BEAT.RHY.LP3 2.BPS.BEAT.RHY.LP4 2.BPS.BEAT.RHY.LP5 2.BPS.BEAT.RHY.LP6 2.BPS.BEAT.RHY.LP7 2.BPS.BEAT.RHY.LP8

Rules HE.2.B.5.3BAC Compare the consequences of not following rules/practices when 2.BPS.BEAT.RHY.LP1 Procedures making healthy and safe decisions. 2.BPS.BEAT.RHY.LP2 Safety 2.BPS.BEAT.RHY.LP3 Consequences 2.BPS.BEAT.RHY.LP4 2.BPS.BEAT.RHY.LP5 2.BPS.BEAT.RHY.LP6 2.BPS.BEAT.RHY.LP7 2.BPS.BEAT.RHY.LP8

♫ THIRD GRADE - 1st Nine Weeks (2nd 3rd 4th)

Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing # 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. KNOW: DO: Resources Expressive characteristics MU.3.C.1.1BAC Describe listening skills and how they support appreciation of 3.BPS.BEAT.RHY.LP1  accelerando musical works. 3.BPS.BEAT.RHY.LP2  ritardando  use music vocabulary that will aid in describing a musical excerpt. 3.BPS.BEAT.RHY.LP3 Timbre  create a checklist or listening map to aid in listening to new musical works. 3.BPS.BEAT.RHY.LP4 3.BPS.BEAT.RHY.LP5  pitched instruments  discuss ways in which listening instills a deeper understanding of musical works. 3.BPS.BEAT.RHY.LP6  unpitched instruments 3.BPS.BEAT.RHY.LP7  voices (child, adult 3.BPS.BEAT.RHY.LP8 male, adult female)  instrumentation Melody  solfeggio  hand signs Form  ABABA  sequence

Big Idea: SKILLS, TECHNIQUES, AND PROCESSES

Enduring UNDERSTANDing # 3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques. KNOW: DO: Resources: Rhythm MU.3.S.3.4E R Match simple aural rhythm patterns in duple and triple meter 3.BPS.BEAT.RHY.LP2  duple meter 2/4, 4/4 with written patterns. 3.BPS.BEAT.RHY.LP3  triple meter 3/4  explore simple rhythmic patterns in duple and triple meter. 3.BPS.BEAT.RHY.LP4  identify beamed eighth, quarter, half, and whole notes and quarter, half, and 3.BPS.BEAT.RHY.LP5 3.BPS.BEAT.RHY.LP6 whole rests using traditional notation. 3.BPS.BEAT.RHY.LP7  sight-read simple rhythmic patterns in duple and triple meter. 3.BPS.BEAT.RHY.LP8  listen to rhythmic patterns and match to written notation in both duple and triple meter.

Additional Benchmarks

KNOW: DO: Reference Collaborate LAFS.3.SL.1.1BAC Engage effectively in a range of collaborative discussions 3.BPS.BEAT.RHY.LP1 Respect (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics 3.BPS.BEAT.RHY.LP2 and texts, building on others’ ideas, and expressing their own clearly. 3.BPS.BEAT.RHY.LP3  share opinions and ideas. 3.BPS.BEAT.RHY.LP4 3.BPS.BEAT.RHY.LP5 3.BPS.BEAT.RHY.LP6 3.BPS.BEAT.RHY.LP7 3.BPS.BEAT.RHY.LP8

Facts LAFS.3.SL.1.3BAC Ask and answer questions about information from a speaker, 3.BPS.BEAT.RHY.LP1 offering appropriate elaboration and detail. 3.BPS.BEAT.RHY.LP2 3.BPS.BEAT.RHY.LP3 3.BPS.BEAT.RHY.LP4 3.BPS.BEAT.RHY.LP5 3.BPS.BEAT.RHY.LP6 3.BPS.BEAT.RHY.LP7 3.BPS.BEAT.RHY.LP8

Instrument procedures MAFS.K12.MP.5.1BAC Use appropriate tools strategically. Proficient students 3.BPS.BEAT.RHY.LP2 Tools: metronome, notation are sufficiently familiar with tools appropriate for their grade or course to make 3.BPS.BEAT.RHY.LP3 software, digital recorder, sound decisions about when each of these tools might be helpful, recognizing 3.BPS.BEAT.RHY.LP4 pencil, reference materials both the insight to be gained and their limitations. They detect possible errors. 3.BPS.BEAT.RHY.LP5 and media resources, They are able to use technological tools to explore and deepen their 3.BPS.BEAT.RHY.LP6 3.BPS.BEAT.RHY.LP7 accumulated knowledge, understanding of concepts. 3.BPS.BEAT.RHY.LP8 maintenance accessories,  recognize the connection between a problem and a properly used tool that may keyboard instruments, provide a solution microphone, amplifier  understand that specific tools, while assisting in the process, do not supersede skills and technique.  understand that proper procedures keep students and instruments safe.

Safety PE.3.C.2.2BAC Understand the importance of safety rules and procedures in all 3.BPS.BEAT.RHY.LP1 Rules physical activities. 3.BPS.BEAT.RHY.LP2 Procedures 3.BPS.BEAT.RHY.LP3 3.BPS.BEAT.RHY.LP4 3.BPS.BEAT.RHY.LP5 3.BPS.BEAT.RHY.LP6 3.BPS.BEAT.RHY.LP7 3.BPS.BEAT.RHY.LP8

♫ FOURTH GRADE - 1st Nine Weeks (2nd 3rd 4th)

Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing # 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. KNOW: DO: * Resources Expressive characteristics MU.4.C.1.1BAC Develop effective listening strategies and describe how they can 4.BPS.BEAT.RHY.LP1  f, p support appreciation of musical works. 4.BPS.BEAT.RHY.LP2  crescendo,  discuss strategies for active listening, e.g., ignore environmental distractions, 4.BPS.BEAT.RHY.LP3 decrescendo focus on the music, connect the song to a personal experience. 4.BPS.BEAT.RHY.LP4 4.BPS.BEAT.RHY.LP5  emotion  use music vocabulary that will aid in describing a musical excerpt, e.g., listen for Timbre form, tempo, dynamics, melodic line, patterns. Instrument families  create a visual or dramatic representation of one’s listening experience, e.g.,  strings listening map, picture, story.  woodwinds  identify and respect differing interpretations of the music.  brass  percussion  keyboard Voice parts  Soprano  Alto  Tenor  Bass Form Listening strategies  patterns  memory connections

Enduring UNDERSTANDing # 3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques. KNOW: DO: Resources Traditional notation MU.4.S.3.5 IR Notate simple rhythmic phrases and extended pentatonic melodies 4.BPS.BEAT.RHY.LP2  treble clef notation using traditional notation. 4.BPS.BEAT.RHY.LP3  five-line staff  echo short rhythmic phrases. 4.BPS.BEAT.RHY.LP4 4.BPS.BEAT.RHY.LP5  bar line  write notation for rhythmic patterns presented aurally.

 measure Performance techniques  vocal  instrumental Ostinato Bordun Rhythm  half note/rest  whole note/rest  dotted half note  duple meter 2/4, 4/4  triple meter 3/4

Big Idea: INNOVATION, TECHNOLOGY, AND THE FUTURE

Enduring UNDERSTANDing # 3: The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts. KNOW: DO: Resources Dependability MU.4.F.3.1BAC Identify the characteristics and behaviors displayed by 4.BPS.BEAT.RHY.LP1 Responsibility successful student musicians, and discuss how these qualities will contribute to 4.BPS.BEAT.RHY.LP2 Organization success beyond the music classroom. 4.BPS.BEAT.RHY.LP3 Punctuality  identify behaviors that lead to success in the classroom. 4.BPS.BEAT.RHY.LP4 4.BPS.BEAT.RHY.LP5  discuss ways that behaviors lead to success outside the classroom, e.g., trust, Traits of a Successful dependability, cooperation, leadership roles. Musician

Additional Benchmarks

KNOW: DO: Reference Collaborate LAFS.4.SL.1.1BAC Engage effectively in a range of collaborative discussions 4.BPS.BEAT.RHY.LP1 Respect (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics 4.BPS.BEAT.RHY.LP2 and texts, building on others’ ideas and expressing their own clearly. 4.BPS.BEAT.RHY.LP3  share opinions and ideas 4.BPS.BEAT.RHY.LP4 4.BPS.BEAT.RHY.LP5

Evidence LAFS.4.SL.1.3BAC Identify the reasons and evidence a speaker provides to 4.BPS.BEAT.RHY.LP1 Facts support particular points. 4.BPS.BEAT.RHY.LP2 4.BPS.BEAT.RHY.LP3 4.BPS.BEAT.RHY.LP4 4.BPS.BEAT.RHY.LP5

Instrument procedures MAFS.K12.MP.5.1BAC Use appropriate tools strategically. Proficient students 4.BPS.BEAT.RHY.LP2 Tools: metronome, notation are sufficiently familiar with tools appropriate for their grade or course to make 4.BPS.BEAT.RHY.LP3 software, digital recorder, sound decisions about when each of these tools might be helpful, recognizing pencil, reference materials both the insight to be gained and their limitations. They detect possible errors. and media resources, They are able to use technological tools to explore and deepen their accumulated knowledge, understanding of concepts. maintenance accessories,  recognize the connection between a problem and a properly used tool that may keyboard instruments, provide a solution microphone, amplifier  understand that specific tools, while assisting in the process, do not supersede skills and technique.  understand that proper procedures keep students and instruments safe.

Safety PE.4.C.2.2BAC Understand the importance of safety rules and procedures in all 4.BPS.BEAT.RHY.LP1 Rules physical activities, especially those that are high risk. 4.BPS.BEAT.RHY.LP2 Procedures 4.BPS.BEAT.RHY.LP3 4.BPS.BEAT.RHY.LP4 4.BPS.BEAT.RHY.LP5

♫ FIFTH GRADE - 1st Nine Weeks (2nd 3rd 4th)

Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing # 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. KNOW: DO: Resources Expressive characteristics MU.5.C.1.1BAC Discuss and apply listening strategies to support appreciation of 5.BPS.BEAT.RHY.LP1 Form musical works. 5.BPS.BEAT.RHY.LP2 Timbre  discuss strategies for active listening, e.g., ignore environmental distractions, 5.BPS.BEAT.RHY.LP3 Performance techniques focus on the music, connect the song to a personal experience, using prior 5.BPS.BEAT.RHY.LP4 5.BPS.BEAT.RHY.LP5 Listening strategies knowledge.

 patterns  use music vocabulary that will aid in describing a musical excerpt.  memory connections  create a visual or dramatic representation of one’s listening experience, e.g., Lyrics listening map, picture, story.  identify and respect differing interpretations of the music.

Big Idea: SKILLS, TECHNIQUES, AND PROCESSES

Enduring UNDERSTANDing # 3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques. KNOW: DO: Resources Rhythm MU.5.S.3.5 E R Notate rhythmic phrases and simple diatonic melodies using 5.BPS.BEAT.RHY.LP2  syncopation traditional notation. 5.BPS.BEAT.RHY.LP3  identify notes and rests. 5.BPS.BEAT.RHY.LP4  actively listen to rhythms presented aurally. 5.BPS.BEAT.RHY.LP5

 write notation for rhythmic patterns that have been performed by someone else on non-pitched instruments, i.e. quarter notes, beamed eight notes, half notes/rests, whole notes/rests, dotted half note, sixteenth notes.

Big Idea: INNOVATION, TECHNOLOGY, AND THE FUTURE

Enduring UNDERSTANDing # 3: The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts. KNOW: DO: Resources Dependability MU.5.F.3.1BAC Examine and discuss the characteristics and behaviors 5.BPS.BEAT.RHY.LP2 Responsibility displayed by successful student musicians that can be applied outside the music 5.BPS.BEAT.RHY.LP3 Organization classroom. 5.BPS.BEAT.RHY.LP4 Punctuality  discuss characteristics of successful student musicians, e.g. dedicated, works 5.BPS.BEAT.RHY.LP5 toward mastery, prepared, solutions-oriented.  explain how characteristics contribute to overall learning.

Additional Benchmarks

KNOW: DO: Reference Main idea/theme LAFS.5.SL.1.3BAC Summarize the points a speaker makes and explain how each 5.BPS.BEAT.RHY.LP1 Lyrics/text claim is supported by reasons and evidence. 5.BPS.BEAT.RHY.LP2 Summarize  summarize text. 5.BPS.BEAT.RHY.LP3 5.BPS.BEAT.RHY.LP4 5.BPS.BEAT.RHY.LP5

Instrument procedures MAFS.K12.MP.5.1BAC Use appropriate tools strategically. Proficient students 5.BPS.BEAT.RHY.LP2 Tools: metronome, notation are sufficiently familiar with tools appropriate for their grade or course to make 5.BPS.BEAT.RHY.LP3 software, digital recorder, sound decisions about when each of these tools might be helpful, recognizing 5.BPS.BEAT.RHY.LP4 pencil, reference materials both the insight to be gained and their limitations. They detect possible errors. 5.BPS.BEAT.RHY.LP5 and media resources, They are able to use technological tools to explore and deepen their accumulated knowledge, understanding of concepts. maintenance accessories,  recognize the connection between a problem and a properly used tool that may keyboard instruments, provide a solution microphone, amplifier  understand that specific tools, while assisting in the process, do not supersede skills and technique.  understand that proper procedures keep students and instruments safe.

♫ SIXTH GRADE – 1st Nine Weeks (2nd 3rd 4th)

Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing # 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. KNOW: DO: Resources Listening strategies MU.68.C.1.1BAC Develop strategies for listening to unfamiliar musical works. 6.BPS.BEAT.RHY.LP1  make text  develop strategies for active listening, e.g., listening maps, checklists. 6.BPS.BEAT.RHY.LP2 connections  employ listening skills to a new piece of music. 6.BPS.BEAT.RHY.LP3  patterns 6.BPS.BEAT.RHY.LP6 6.BPS.BEAT.RHY.LP7  memory connections

Big Idea: SKILLS, TECHNIQUES, AND PROCESSES

Enduring UNDERSTANDing # 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. KNOW: DO: Resources Style MU.68.S.1.1BAC Improvise rhythmic and melodic phrases to accompany 6.BPS.BEAT.RHY.LP4  12 bar blues familiar songs and/or standard harmonic progressions. 6.BPS.BEAT.RHY.LP5  rock  improvise simple rhythms over given ostinati on unpitched instruments. 6.BPS.BEAT.RHY.LP6 Phrase  improvise rhythmic patterns and create variations on familiar melodies.  rhythmic  .

Enduring UNDERSTANDing # 1: Through study in the arts, we learn about and honor others and the worlds in which they live(d). KNOW: DO: Resources Historical context MU.68.H.1.3I R Describe how American music has been influenced by other 6.BPS.BEAT.RHY.LP5 Historical background cultures. 6.BPS.BEAT.RHY.LP6 Style  actively listen to and identify American styles of music. 6.BPS.BEAT.RHY.LP7

 spirituals  actively listen to and discuss recordings of renowned American composers,  musical theatre artists, and ensembles.  patriotic  explore evolution of American music, e.g., blues to jazz to rock, African-  folk American spirituals to R&B, European operas to American musical theatre.  Latin American  describe musical performance practices in at least one other culture and compare them to the American culture.

Big Idea: INNOVATION, TECHNOLOGY, AND THE FUTURE

Enduring UNDERSTANDing # 3: The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts. KNOW: DO: Resources Character traits MU.68.F.3.1BAC Describe how studying music can enhance citizenship, 6.BPS.BEAT.RHY.LP1  leadership leadership, and global thinking. 6.BPS.BEAT.RHY.LP2  mutual respect  describe and demonstrate appropriate audience, rehearsal, and performance 6.BPS.BEAT.RHY.LP3 behavior at a variety of music activities. 6.BPS.BEAT.RHY.LP4  responsibility 6.BPS.BEAT.RHY.LP5  problem solving  explore how music can enhance relationships among people of different 6.BPS.BEAT.RHY.LP6 Dedication cultures. 6.BPS.BEAT.RHY.LP7 Mastering a task  examine how one’s role in an ensemble is a process of self-improvement that Attending a Concert Unity can apply to other areas of life.  identify life skills one learns through participation in ensembles.

Additional Benchmarks

KNOW: DO: Resources Attention DA.68.S.2.1BAC Sustain focused attention, respect, and discipline during classes 6.BPS.BEAT.RHY.LP1 Respect and performances. 6.BPS.BEAT.RHY.LP2 Discipline  discuss how attention, respect and discipline can improve overall 6.BPS.BEAT.RHY.LP3 performance. 6.BPS.BEAT.RHY.LP4 6.BPS.BEAT.RHY.LP5  create rubric and or checklist which outlines behavioral expectations for class 6.BPS.BEAT.RHY.LP6 rehearsal, dress rehearsal, and performance. 6.BPS.BEAT.RHY.LP7  apply feedback to improve further development of one’s own performance. Summary LAFS.6.SL.1.2BAC Interpret information presented in diverse media and 6.BPS.BEAT.RHY.LP3 formats (e.g., visually, qualitatively, orally) and explain how it contributes to a 6.BPS.BEAT.RHY.LP6 topic, text, or issue under study. 6.BPS.BEAT.RHY.LP7  summarize written text and examine composer’s intent. Notation LAFS.68.RST.2.4BAC Determine the meaning of symbols, key terms, and other 6.BPS.BEAT.RHY.LP1 Harmony domain-specific words and phrases as they are used in a specific scientific or 6.BPS.BEAT.RHY.LP2 Expressive markings technical context relevant to grades 6–8 texts and topics. 6.BPS.BEAT.RHY.LP3 Physics of sound  identify musical symbols. 6.BPS.BEAT.RHY.LP4 6.BPS.BEAT.RHY.LP5  vibration  describe diverse styles of music using appropriate vocabulary. 6.BPS.BEAT.RHY.LP6  frequency  identify situations, events, or special occasions where music is utilized.  discuss vibration and sound production. Instrument procedures MAFS.K12.MP.5.1BAC Use appropriate tools strategically. Proficient students 6.BPS.BEAT.RHY.LP2 Tools: metronome, notation are sufficiently familiar with tools appropriate for their grade or course to make 6.BPS.BEAT.RHY.LP3 software, digital recorder, sound decisions about when each of these tools might be helpful, recognizing 6.BPS.BEAT.RHY.LP6 pencil, reference materials both the insight to be gained and their limitations. They detect possible errors. and media resources, They are able to use technological tools to explore and deepen their accumulated knowledge, understanding of concepts. maintenance accessories,  recognize the connection between a problem and a properly used tool that may keyboard instruments, provide a solution microphone, amplifier  understand that specific tools, while assisting in the process, do not supersede skills and technique.  understand that proper procedures keep students and instruments safe.

♫ KINDERGARTEN – 2nd Nine Weeks (1st 3rd 4th)

Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing # 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. KNOW: DO: Resources Timbre MU.K.C.1.4E R Identify singing, speaking, and whispering voices. 0.BPS.MEL.HAR.LP1 Voices  explore different types of vocalization. 0.BPS.MEL.HAR.LP2  singing  identify singing, speaking, and whispering voices. 0.BPS.MEL.HAR.LP6

 speaking  demonstrate healthy use of the singing, speaking, whispering, and calling voices.  whispering Performance technique  breath support  posture

Big Idea: SKILLS, TECHNIQUES, AND PROCESSES

Enduring UNDERSTANDing # 2: Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information. KNOW: DO: Resources Performance techniques MU.K.S.2.1E P Sing or play songs from memory. 0.BPS.MEL.HAR.LP1  breath support  learn age-appropriate songs by rote. 0.BPS.MEL.HAR.LP2  posture  identify patterns to aid in memorization. 0.BPS.MEL.HAR.LP3 0.BPS.MEL.HAR.LP4 Rehearsal techniques  perform songs from memory. 0.BPS.MEL.HAR.LP5  rhyming words 0.BPS.MEL.HAR.LP6  sequence 0.BPS.MEL.HAR.LP7  repetition 0.BPS.MEL.HAR.LP8

Timbre MU.K.S.3.2E P Perform simple songs and accompaniments. 0.BPS.MEL.HAR.LP1 Classroom instruments  echo simple rhythmic patterns on classroom instruments. 0.BPS.MEL.HAR.LP3  unpitched instruments  perform simple rhythmic patterns and sound effects using body percussion or 0.BPS.MEL.HAR.LP4 Movement instruments to accompany poems, rhymes, chants, and songs. 0.BPS.MEL.HAR.LP5 0.BPS.MEL.HAR.LP6 Rhythm 0.BPS.MEL.HAR.LP8

Melody MU.K.S.3.3E P Match pitches in a song or musical phrase in one or more keys. 0.BPS.MEL.HAR.LP1  solfeggio  sing songs using la, sol, and mi and maintaining the tonal center. 0.BPS.MEL.HAR.LP2  la, sol, mi  sing simple unison songs, with and without accompaniment, in age appropriate 0.BPS.MEL.HAR.LP3 keys, i.e. E, F, G. 0.BPS.MEL.HAR.LP4  hand signs 0.BPS.MEL.HAR.LP5 Performance technique 0.BPS.MEL.HAR.LP6 0.BPS.MEL.HAR.LP7 0.BPS.MEL.HAR.LP8

Big Idea: ORGANIZATIONAL STRUCTURE

Enduring UNDERSTANDing # 1: Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process. KNOW: DO: Resources Rhythm MU.K.O.1.2I R Identify similarities and differences in melodic phrases and/or 0.BPS.MEL.HAR.LP2 Melody rhythm patterns. 0.BPS.MEL.HAR.LP3  high/low  recognize and perform high and low sounds in response to visual representation 0.BPS.MEL.HAR.LP4  la, sol, mi and/or aural representation. 0.BPS.MEL.HAR.LP5 0.BPS.MEL.HAR.LP6 Movement  demonstrate understanding of melodic direction through physical response and 0.BPS.MEL.HAR.LP7 Traditional notation visual representation.  two-line staff  notate four-beat melodic patterns using la, sol, and mi and traditional or non- Non-traditional notation traditional notation.  stick notation  notate simple rhythmic patterns using quarter notes and rests. Pattern

Big Idea: HISTORICAL AND GLOBAL CONNECTIONS

Enduring UNDERSTANDing # 1: Through study in the arts, we learn about and honor others and the worlds in which they live(d). KNOW: DO: Resources Cultural background MU.K.H.1.1BAC P Respond to music from diverse cultures through singing and 0.BPS.MEL.HAR.LP3 Cultural traditions movement. 0.BPS.MEL.HAR.LP5 Movement  sing songs and nursery rhymes from various cultures.  games  perform simple folk dances from various cultures.  play parties  dance Timbre  indigenous instruments Singing

Enduring UNDERSTANDing # 3: Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields. KNOW: DO: Resources Movement MU.K.H.3.1BAC P Perform simple songs, finger plays, and rhymes to experience 0.BPS.MEL.HAR.LP1  games connections among music, language, and numbers. 0.BPS.MEL.HAR.LP2  play parties  explore the similarities between music and language through simple songs, 0.BPS.MEL.HAR.LP3 finger plays, and rhymes, e.g., phonemes, decoding simple words, vocabulary, 0.BPS.MEL.HAR.LP4  finger plays 0.BPS.MEL.HAR.LP5 making predictions. Rhyming patterns 0.BPS.MEL.HAR.LP6 Sequencing  explore the similarities between music and math through simple songs, finger 0.BPS.MEL.HAR.LP7 Cardinal numbers plays, and rhymes. 0.BPS.MEL.HAR.LP8

Additional Benchmarks

KNOW: DO: Reference Rhyming words LAFS.K.SL.1.2BAC Confirm understanding of a text read aloud or information 0.BPS.MEL.HAR.LP1 Sequence presented orally or through other media by asking and answering questions 0.BPS.MEL.HAR.LP2 Repetition about key details and requesting clarification if something is not understood. 0.BPS.MEL.HAR.LP3 0.BPS.MEL.HAR.LP4 0.BPS.MEL.HAR.LP5 0.BPS.MEL.HAR.LP6 0.BPS.MEL.HAR.LP7 0.BPS.MEL.HAR.LP8

Note/rest values MAFS.K12.MP.6.1BAC Attend to precision. Proficient students try to 0.BPS.MEL.HAR.LP7 Time signatures communicate precisely to others. They try to use clear definitions in discussion 0.BPS.MEL.HAR.LP8 Melodic sequences with others and in their own reasoning. They state the meaning of the symbols Expressive markings: they choose.  dynamics, tempo  demonstrate precision in the execution of unison pulse within the ensemble phrasing, musical regarding rhythmic accuracy (attack, duration, release), synchronized rhythmic line, dynamics, style, execution and tempo. articulation  use domain specific vocabulary to communicate precise ideas and opinions with others. Expressive conducting  demonstrate precision in execution of pitch accuracy and intonation regarding gestures tonality  demonstrate precision in the execution of expressive elements regarding the execution of dynamics, articulations, phrasing, and style.

♫ FIRST GRADE – 2nd Nine Weeks (1st 3rd 4th)

Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing # 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. KNOW: DO: Resources Timbre MU.1.C.1.4I R Differentiate between music performed by one singer and music 1.BPS.MEL.HAR.LP1 Voices performed by a group of singers.  solo  actively listen to solo and choral ensemble pieces of music.  group of singers  identify solo vs. chorus. Compare/contrast  compare and contrast solo vs. choral ensemble selections.

Big Idea: SKILLS, TECHNIQUES, AND PROCESSES

Enduring UNDERSTANDing # 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. KNOW: DO: Resources Melody MU.1.S.1.1BAC C Improvise a four-beat response to a musical question sung or 1.BPS.MEL.HAR.LP5 Rhythm played by someone else. 1.BPS.MEL.HAR.LP6 Form  echo four-beat question-answer patterns with speech.  ABA  echo rhythmic patterns on pitched and unpitched instruments. Lyrics  respond to a four-beat musical question with a four-beat answer using la, sol, and mi.  respond to a four-beat musical question with quarter notes, quarter rests, and beamed eighths.

Enduring UNDERSTANDing # 2: Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information. KNOW: DO: Resources Form MU.1.S.2.1E P Sing or play songs, which may include changes in verse or 1.BPS.MEL.HAR.LP1  ABA, AABA, repeats, from memory. 1.BPS.MEL.HAR.LP2 ABCA, ABAC  echo sing age-appropriate songs. 1.BPS.MEL.HAR.LP3 Performance techniques  perform songs by memory. 1.BPS.MEL.HAR.LP4 1.BPS.MEL.HAR.LP5  demonstrate awareness of verse-refrain form by performing from memory. 1.BPS.MEL.HAR.LP6 1.BPS.MEL.HAR.LP7

Enduring UNDERSTANDing # 3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques. KNOW: DO: Resources Melody MU.1.S.3.1E P Sing simple songs in a group, using head voice and maintaining 1.BPS.MEL.HAR.LP1  solfeggio pitch. 1.BPS.MEL.HAR.LP2  la, sol, mi  listen to and identify children’s voices. 1.BPS.MEL.HAR.LP3  echo three pitch melodies with hand signs, e.g., la, sol, and mi. 1.BPS.MEL.HAR.LP4  hand signs 1.BPS.MEL.HAR.LP5 Performance techniques  sing simple songs with correct posture and clear tone, while maintaining pitch, 1.BPS.MEL.HAR.LP6 e.g. folk songs, finger-plays, call-and-response, echo songs. 1.BPS.MEL.HAR.LP7

Rhythm MU.1.S.3.2E P Play three- to five-note melodies and/or accompaniments on 1.BPS.MEL.HAR.LP2  same/different classroom instruments. 1.BPS.MEL.HAR.LP3 Timbre  play three- to five-note melodies on pitched instruments in appropriate key, e.g., 1.BPS.MEL.HAR.LP4  pitched instruments C, F, and G. 1.BPS.MEL.HAR.LP5

 unpitched instruments  perform with proper technique to produce a characteristic tone quality on pitched Performance techniques and unpitched instruments. Visual representation  play with and without visual representation. Ostinato, Bordun

Melody MU.1.S.3.3E P Sing simple la-sol-mi patterns at sight. 1.BPS.MEL.HAR.LP2  solfeggio  echo simple melodic patterns using la, sol, and mi accurately and maintain tonal 1.BPS.MEL.HAR.LP4  la, sol, mi center. 1.BPS.MEL.HAR.LP5 1.BPS.MEL.HAR.LP6  hand signs  sing melodic patterns and songs, matching pitch, using la, sol, and mi in an age- 1.BPS.MEL.HAR.LP7 appropriate range. Iconic/visual representation  read and perform simple melodic patterns from traditional and nontraditional notation, e.g., la, sol, and mi on a staff. Melody MU.1.S.3.5E R Show visual representation of simple melodic patterns performed 1.BPS.MEL.HAR.LP2  solfeggio by the teacher or a peer. 1.BPS.MEL.HAR.LP4  la, sol, mi  use body and/or hand signs to visually represent simple melodic patterns 1.BPS.MEL.HAR.LP5 1.BPS.MEL.HAR.LP6  hand signs performed by teacher or peer.

Movement  notate simple melodic patterns performed by teacher or peer, i.e., four quarter  body levels notes.  manipulatives  draw simple melodic patterns using la, sol, and mi using traditional and Traditional notation nontraditional notation. Non-traditional notation

Big Idea: HISTORICAL AND GLOBAL CONNECTIONS

Enduring UNDERSTANDing # 1: Through study in the arts, we learn about and honor others and the worlds in which they live(d). KNOW: DO: Resources Timbre MU.1.H.1.1BAC P Perform simple songs, dances, and musical games from a 1.BPS.MEL.HAR.LP1  indigenous variety of cultures. 1.BPS.MEL.HAR.LP2 instruments  explore chants, stories, singing games, nursery rhymes, and folk dances from 1.BPS.MEL.HAR.LP4 Cultural background various cultures. 1.BPS.MEL.HAR.LP6 1.BPS.MEL.HAR.LP7 Cultural traditions  discuss traditions and celebrations specific to a culture.

Movement  sing melodies and/or play ostinato to accompany simple songs.  games  play party  dance

Enduring UNDERSTANDing # 2: The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. KNOW: DO: Resources Style MU.1.H.2.1BAC Identify and perform folk music used to remember and honor 1.BPS.MEL.HAR.LP3  patriotic America and its cultural heritage.  folk music  identify patriotic songs, e.g., America, The Star-Spangled Banner. Performance techniques  identify folk music, e.g., Oh Susanna, Polly Wolly Doodle, Shortnin’ Bread. Historical context  identify historic events that influenced folk/patriotic music.  discuss proper etiquette during a performance of patriotic music.  perform patriotic and simple songs by singing, playing and moving.

Additional Benchmarks

KNOW: DO: Reference Sequence LAFS.1.SL.1.2BAC Ask and answer questions about key details in a text read 1.BPS.MEL.HAR.LP1 Repetition aloud or information presented orally or through other media. 1.BPS.MEL.HAR.LP2 Key Words  ask and answer questions. 1.BPS.MEL.HAR.LP4 Vocabulary 1.BPS.MEL.HAR.LP5

Note/rest values MAFS.K12.MP.6.1BAC Attend to precision. Proficient students try to 1.BPS.MEL.HAR.LP1 Time signatures communicate precisely to others. They try to use clear definitions in discussion 1.BPS.MEL.HAR.LP2 Melodic sequences with others and in their own reasoning. They state the meaning of the symbols 1.BPS.MEL.HAR.LP4 Expressive markings: they choose. 1.BPS.MEL.HAR.LP5 1.BPS.MEL.HAR.LP6  dynamics, tempo  demonstrate precision in the execution of unison pulse within the ensemble 1.BPS.MEL.HAR.LP7 phrasing, musical regarding rhythmic accuracy (attack, duration, release), synchronized rhythmic

line, dynamics, style, execution and tempo. articulations  use domain specific vocabulary to communicate precise ideas and opinions with others. Expressive conducting  demonstrate precision in execution of pitch accuracy and intonation regarding gestures tonality.  demonstrate precision in the execution of expressive elements regarding the execution of dynamics, articulations, phrasing, and style.

♫ SECOND GRADE – 2nd Nine Weeks (1st 3rd 4th)

Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing # 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. KNOW: DO: Resources Timbre MU.2.C.1.4 I R Identify child, adult male, and adult female voices by timbre. 2.BPS.MEL.HAR.LP1 Voice  listen to samples of children, adult male, and adult female voices.  female  discuss differences in voice types, including boys’ voices.  male  differentiate between child, child male, adult male, and adult female voices.  child  classify voices by type.  boys/girls

Big Idea: SKILLS, TECHNIQUES, AND PROCESSES

Enduring UNDERSTANDing # 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. KNOW: DO: Resources Melody MU.2.S.1.1BAC Improvise short phrases in response to a given musical question. 2.BPS.MEL.HAR.LP8 Rhythm  echo simple melodic patterns within an age-appropriate range (E-D1) using do,  half notes/rests mi, sol, and la accurately while maintaining the tonal center. Lyrics  demonstrate question/answer phrases with speech or instruments. Question  improvise a musical “answer” in the same style as a given “question”. Answer

Enduring UNDERSTANDing # 2: Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information. Expressive characteristics MU.2.S.2.1EP Sing or play songs, which may include changes in dynamics, lyrics, 2.BPS.MEL.HAR.LP1 Form and form, from memory. 2.BPS.MEL.HAR.LP2 Performance techniques  echo a song in phrases. 2.BPS.MEL.HAR.LP3 Keywords  develop strategies for memorization. 2.BPS.MEL.HAR.LP4 Repetition 2.BPS.MEL.HAR.LP5  perform a selected piece from memory. 2.BPS.MEL.HAR.LP6 2.BPS.MEL.HAR.LP7 2.BPS.MEL.HAR.LP8

Enduring UNDERSTANDing # 3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques. KNOW: DO: Resources Performance techniques MU.2.S.3.1EP Sing songs in an appropriate range, using head voice and 2.BPS.MEL.HAR.LP1  start together maintaining pitch. 2.BPS.MEL.HAR.LP2  match pitch  echo simple melodic patterns, using la, sol, mi, and do within an age-appropriate 2.BPS.MEL.HAR.LP3 2.BPS.MEL.HAR.LP4  posture range (E-D1). 2.BPS.MEL.HAR.LP6  instrument technique  demonstrate the use of healthy singing techniques. 2.BPS.MEL.HAR.LP7  head voice  sing simple unison songs, with and without accompaniment, with accurate pitch 2.BPS.MEL.HAR.LP8 and rhythm and appropriate tone quality. Classroom instruments MU.2.S.3.2EP Play simple melodies and/or accompaniments on classroom 2.BPS.MEL.HAR.LP1 Ostinato instruments. 2.BPS.MEL.HAR.LP2 Bordun  play pitched and unpitched instruments with correct posture and technique. 2.BPS.MEL.HAR.LP4  echo phrases of simple songs on pitched and unpitched instruments. 2.BPS.MEL.HAR.LP5

 play simple unison songs, with and without accompaniment. Melody MU.2.S.3.3EP Sing simple la-sol-mi-do patterns at sight. 2.BPS.MEL.HAR.LP3  solfeggio  echo simple melodic patterns, with accuracy, using do, mi, sol, and la with 2.BPS.MEL.HAR.LP4  do, mi, sol, la appropriate hand signs, while maintaining the tonal center. 2.BPS.MEL.HAR.LP8  hand signs  identify do, mi, sol, and la using visual notation. Iconic/visual representation  sing simple do, re, mi, sol, la melodies at sight with appropriate hand signs.

Rhythm MU.2.S.3.4IR Compare aural melodic patterns with written patterns to 2.BPS.MEL.HAR.LP2 Melody determine whether they are the same or different. 2.BPS.MEL.HAR.LP3 Traditional notation  explore simple melodic patterns by listening, singing, and/or playing, e.g., do, 2.BPS.MEL.HAR.LP4 Non-traditional notation mi, sol, and la, quarter note, quarter rest, beamed eighth notes. 2.BPS.MEL.HAR.LP5 2.BPS.MEL.HAR.LP6 Same/different  identify aural patterns using visual representation.

 match aural melodic patterns with the corresponding written pattern, i.e., only quarter or whole notes, no meter. Rhythm MU.2.S.3.5ER Show visual, gestural, and traditional representation of simple 2.BPS.MEL.HAR.LP2 Melody melodic patterns performed by someone else. 2.BPS.MEL.HAR.LP8 Staff  use body and/or hand signs to visually represent simple melodic patterns performed by teacher or peer.  notate simple melodic patterns using do, mi, sol, and la, i.e., 8 quarter notes on a 5-line staff.

Big Idea: ORGANIZATIONAL STRUCTURE

Enduring UNDERSTANDing # 1: Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process. KNOW: DO: Resources Rhythm MU.2.O.1.1ER Identify basic elements of music in a song or instrumental 2.BPS.MEL.HAR.LP2  half notes/rests excerpt. 2.BPS.MEL.HAR.LP3 Melody  explore basic elements of music through body percussion, movement, and 2.BPS.MEL.HAR.LP4  do, mi, sol, la playing instruments, i.e., rhythm, melody. 2.BPS.MEL.HAR.LP5 2.BPS.MEL.HAR.LP6 Form  identify characteristics of music, e.g., rhythm, melody, form. 2.BPS.MEL.HAR.LP7  AB, ABA, ABC  compare and contrast rhythms and melodies performed by someone else, e.g.,  call and response same melody with different rhythm or same rhythm or different melody. Body percussion

Big Idea: HISTORICAL AND GLOBAL CONNECTIONS

Enduring UNDERSTANDing # 1: Through study in the arts, we learn about and honor others and the worlds in which they live(d). KNOW: DO: Resources Timbre MU.2.H.1.1BAC Perform songs, musical games, dances, and simple instrumental 2.BPS.MEL.HAR.LP2  indigenous accompaniments from a variety of cultures. 2.BPS.MEL.HAR.LP3 instruments  explore aspects of another culture using visual aids, guest speakers, recorded or 2.BPS.MEL.HAR.LP6 Movement live music, dances, and/or ethnic instruments. 2.BPS.MEL.HAR.LP7

 games  discuss ways that music is different in other cultures around the world.  play parties  perform a variety of music from other cultures.  dance  perform simple accompaniments on pitched and unpitched instruments, e.g., Cultural background bordun, ostinato. Cultural traditions

Folk music MU.2.H.1.2BAC Identify the primary differences between composed and folk 2.BPS.MEL.HAR.LP6 Composed music music. 2.BPS.MEL.HAR.LP7 Aural/oral traditions  actively listen to examples of composed and folk music.  discuss oral and written traditions of music.  describe the differences between composed and folk music. Enduring UNDERSTANDing # 2: The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. KNOW: DO: Resources Patriotic songs MU.2.H.2.1IR Discuss how music is used for celebrations in American and other 2.BPS.MEL.HAR.LP6 Celebrations cultures. 2.BPS.MEL.HAR.LP7  birthday  identify selected patriotic songs associated with the United States.  independence  discuss selected songs associated with historical events.  holidays  describe ways that music reflects the cultural heritage of the community, e.g., North and South America, Europe, Africa, Asia.  compare and contrast ways that music is used in various celebrations, e.g., military ceremonies, birthdays, parades, etc.

Additional Benchmarks

KNOW: DO: Reference Main idea LAFS.2.SL.1.2BAC Recount or describe key ideas or details from a text read 2.BPS.MEL.HAR.LP2 Theme aloud of information presented orally or through other media. 2.BPS.MEL.HAR.LP3

Note/rest values MAFS.K12.MP.6.1BAC Attend to precision. Proficient students try to 2.BPS.MEL.HAR.LP8 Time signatures communicate precisely to others. They try to use clear definitions in discussion Melodic sequences with others and in their own reasoning. They state the meaning of the symbols Expressive markings: they choose.  dynamics, tempo  demonstrate precision in the execution of unison pulse within the ensemble phrasing, musical regarding rhythmic accuracy (attack, duration, release), synchronized rhythmic line, dynamics, style, execution and tempo. articulations  use domain specific vocabulary to communicate precise ideas and opinions with others. Standard conducting patterns  demonstrate precision in execution of pitch accuracy and intonation regarding Expressive conducting tonality gestures  demonstrate precision in the execution of expressive elements regarding the execution of dynamics, articulations, phrasing, and style.

♫ THIRD GRADE – 2nd Nine Weeks (1st 3rd 4th)

Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing # 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. KNOW: DO: Resources Timbre MU.3.C.1.3 ER Identify families of orchestral and band instruments. 3.BPS.MEL.HAR.LP3  strings  actively listen to live and recorded samples of string, woodwind, brass, 3.BPS.MEL.HAR.LP7  woodwind keyboard, and percussion instruments.

 brass  identify instruments visually and aurally.

 keyboard  classify instruments by family.  percussion Harmony MU.3.C.1.4IR Discriminate between unison and two-part singing. 3.BPS.MEL.HAR.LP1  two-part singing  actively listen to samples of unison and two-part singing. 3.BPS.MEL.HAR.LP2  simple counter-  sing unison songs, rounds, ostinato, and other songs with simple counter- 3.BPS.MEL.HAR.LP3 melody melody, with and without accompaniment, using accurate pitch and rhythm. 3.BPS.MEL.HAR.LP4 3.BPS.MEL.HAR.LP5  determine, upon hearing, whether a song is unison or two-part. 3.BPS.MEL.HAR.LP6

Big Idea: SKILLS, TECHNIQUES, AND PROCESSES

Enduring UNDERSTANDing # 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. KNOW: DO: Resources Rhythm MU.3.S.1.1 BAC Improvise rhythms or melodies over ostinato. 3.BPS.MEL.HAR.LP1  whole note/rest,  echo simple melodic and rhythmic patterns and phrases. 3.BPS.MEL.HAR.LP3 quarter note/rest,  sing age-appropriate pieces with proper technique. 3.BPS.MEL.HAR.LP4 beamed eighth notes, 3.BPS.MEL.HAR.LP5  play age-appropriate pieces with proper technique. 3.BPS.MEL.HAR.LP6 half note/rest  experience playing a variety of rhythms, ostinato, and simple melodies. 3.BPS.MEL.HAR.LP8 Melody  discuss musical elements that can be manipulated.  do, re, mi, sol, la  improvise short rhythmic and melodic answers to musical questions over an Performance techniques ostinato. Ostinato Text Enduring UNDERSTANDing # 3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques. KNOW: DO: Resources Round MU.3.S.3.1EP Sing rounds, canons, or ostinato in an appropriate range, using 3.BPS.MEL.HAR.LP2 Canon head voice and maintaining pitch. 3.BPS.MEL.HAR.LP3 Ostinato  demonstrate the use of healthy singing techniques. 3.BPS.MEL.HAR.LP4 Vocal technique  echo simple melodic patterns or phrases of the selected piece of music accurately 3.BPS.MEL.HAR.LP5 3.BPS.MEL.HAR.LP6  posture while maintaining the tonal center. 3.BPS.MEL.HAR.LP7  head voice  sing unison songs, rounds, and ostinato, with and without accompaniments,  breath support using accurate pitch, accurate rhythm, and appropriate tone quality.  unified vowels  articulated consonants  voice placement Unison

Instrumental technique MU.3.S.3.2EP Play melodies and layered ostinato, using proper instrumental 3.BPS.MEL.HAR.LP1 posture technique, on pitched and non-pitched instruments. 3.BPS.MEL.HAR.LP3  hand position  play classroom instruments with a characteristic instrument tone using 3.BPS.MEL.HAR.LP4 Timbre appropriate performance techniques. 3.BPS.MEL.HAR.LP5 3.BPS.MEL.HAR.LP8  pitched instruments  echo phrases of simple melodies on classroom instruments.

 unpitched instruments  play simple unison songs with and without accompaniment, with accurate pitch, Accompaniment accurate rhythm, and appropriate tone quality. Ostinato  perform rhythmic, melodic, and harmonic instrumental accompaniments. Melody MU.3.S.3.3EP Sing simple la-sol-mi-re-do patterns at sight. 3.BPS.MEL.HAR.LP1  steps, skips, repeated  echo simple melodic patterns using do, re, mi, sol, and la with appropriate hand 3.BPS.MEL.HAR.LP2 tones signs. 3.BPS.MEL.HAR.LP3 Pentatonic  sing melodic patterns accurately while maintaining the tonal center. 3.BPS.MEL.HAR.LP4 3.BPS.MEL.HAR.LP5 Traditional notation  identify do, re, mi, sol, and la using visual notation. 3.BPS.MEL.HAR.LP6  sing simple do-re-mi-sol-la patterns at sight with appropriate hand signs. Rhythm MU.3.S.3.5IR Notate simple rhythmic and melodic patterns using traditional 3.BPS.MEL.HAR.LP1  only use quarter notation. note/rest, beamed  echo simple rhythmic and melodic patterns. eighth notes, half  identify notes and rests using visual representation. note/rest  read and perform simple rhythmic and melodic patterns using traditional Melody notation.  only use do, re, mi,  notate simple rhythmic and melodic patterns using traditional notation, i.e., one sol, la to two measures, up to eight notes, on the syllable “loo”. Traditional notation  treble clef  five-line staff  bar line  measure

Big Idea: HISTORICAL AND GLOBAL CONNECTIONS

Enduring UNDERSTANDing # 1: Through study in the arts, we learn about and honor others and the worlds in which they live(d). KNOW: DO: Resources Timbre MU.3.H.1.1IR Compare indigenous instruments of specified cultures. 3.BPS.MEL.HAR.LP3  indigenous  explore aspects of another culture through visual aids, guest speakers, recorded instruments or live music, and ethnic instruments, e.g., dundun, congas, maracas, dulcimer, Cultural background darabukah. Cultural traditions  discuss ways that instruments are different in other cultures.  compare and contrast instruments from various cultures. Timbre MU.3.H.1.3IR Identify timbre(s) in music from a variety of cultures. 3.BPS.MEL.HAR.LP3 Cultural background  explore instruments and singing styles from a variety of cultures, e.g., American, Hispanic, Asian, European, American Indian.  classify instruments by sound source, e.g., woods, adult/child voices, membranes.  compare and contrast timbres of different cultures. Enduring UNDERSTANDing # 2: The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. KNOW: DO: Resources Style MU.3.H.2.1 NTK Discuss how music in America was influenced by people and 3.BPS.MEL.HAR.LP8  blues events in its history.  jazz  identify important composers who influence various genres of American music,  rock e.g., Gershwin, Armstrong, Guthrie.  folk  discuss historical events that influenced the compositions.  patriotic  identify ways that music reflects society. Historical context  slavery  railroad expansion  war  politics

Additional Benchmarks

KNOW: DO: Resources Compare and contrast DA.3.H.1.1BAC Practice and perform social, cultural, or folk dances, using MU.3.C.1 Folk dances associated traditional music, to identify commonalities and differences. Cultural context  perform folk dances using associated traditional music  identify folk dances and the culture in which come from.  compare and contrast folk dances Main idea LAFS.3.SL.1.2BAC Determine the main ideas and supporting details of a text MU.3.C.1.2 Theme read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.  analyze text.

Note/rest values MAFS.K12.MP.6.1BAC Attend to precision. Proficient students try to MU.3.S.3.1 (3rd 9 wks), Time signatures communicate precisely to others. They try to use clear definitions in discussion MU.3.S.3.2 Melodic sequences with others and in their own reasoning. They state the meaning of the symbols Expressive markings: they choose.  dynamics, tempo  demonstrate precision in the execution of unison pulse within the ensemble phrasing, musical regarding rhythmic accuracy (attack, duration, release), synchronized rhythmic line, dynamics, style, execution and tempo. articulations  use domain specific vocabulary to communicate precise ideas and opinions with others. Standard conducting patterns  demonstrate precision in execution of pitch accuracy and intonation regarding Expressive conducting tonality gestures  demonstrate precision in the execution of expressive elements regarding the execution of dynamics, articulations, phrasing, and style.

♫ FOURTH GRADE – 2nd Nine Weeks (1st 3rd 4th)

Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing # 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. KNOW: DO: * Resources Expressive characteristics MU.4.C.1.3ER Classify orchestral and band instruments as strings, woodwinds, 4.BPS.MEL.HAR.LP7  f, p brass, percussion, or keyboard.  emotion  actively listen to examples of various instruments. Timbre  discuss instruments and families, e.g., brass, woodwind, percussion, etc. Instrument families  identify and classify instruments by family.  strings MU.4.C.1.4 ER Identify and describe the four primary voice parts, i.e., soprano, 4.BPS.MEL.HAR.LP4  woodwinds alto, tenor, bass.  brass  actively listen to examples of primary voice parts.  percussion  classify voice parts by soprano, alto, tenor, and bass.  keyboard  describe characteristics of the four voice parts, e.g., timbre, range. Voice parts  compare/contrast the timbres and ranges of aural examples.  Soprano  Alto  Tenor  Bass Form Listening strategies  patterns, memory connections

Enduring UNDERSTANDing # 2: Assessing our own and others’ artistic work, using critical-thinking, problem-solving, and decision- making skills, is central to artistic growth. KNOW: DO: Resources Performance technique MU.4.C.2.1IR Identify and describe basic music performance techniques to 4.BPS.MEL.HAR.LP1  balance provide a foundation for critiquing one’s self and others. 4.BPS.MEL.HAR.LP2  blend  sing or play with expression and style appropriate to the music performed. 4.BPS.MEL.HAR.LP3 4.BPS.MEL.HAR.LP6  accurate intonation  sing or play instruments with others, blending vocal/instrumental timbres,

 start together matching dynamic levels, tempo, and pitch, and responding to the cues of a Vocal: conductor.  posture  demonstrate healthy singing techniques.  head voice  demonstrate proper playing technique on instruments.  breath support  identify and discuss elements that contribute to a successful performance.  voice placement  unified vowels  articulated consonants Instrumental:  posture  mallet/hand technique  tone quality Expressive characteristics  f, p

Big Idea: SKILLS, TECHNIQUES, AND PROCESSES

Enduring UNDERSTANDing # 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. KNOW: DO: Resources Echo MU.4.S.1.1BAC Improvise phrases, using familiar songs. 4.BPS.MEL.HAR.LP6 Improvisation  echo simple melodic and rhythmic patterns and phrases. 4.BPS.CREATE.LP7 Melody  sing or play age-appropriate pieces while maintaining tonal center with proper  solfeggio technique, e.g., posture, breath support.  la, sol, mi, re, do  discuss musical elements that can be manipulated, e.g. text/lyrics, pitch, melody.  hand signs  improvise short rhythmic and melodic “answer phrases” in the same style as Form given “question phrases”.  question/answer  improvise rhythmic and melodic patterns and create simple variations on familiar  repeat sign melodies.  interlude Enduring UNDERSTANDing # 3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques. KNOW: DO: Resources Harmony MU.4.S.3.1EP Sing rounds, canons, and/or partner songs in an appropriate 4.BPS.MEL.HAR.LP1  quodlibet range, using proper vocal technique and maintaining pitch. 4.BPS.MEL.HAR.LP2 Melody  sing songs, matching pitch, in an appropriate range (D-F1, F or G pentatonic). 4.BPS.MEL.HAR.LP3  steps, skips, repeated  sing unison songs, quodlibet, rounds, 60stinato, and other songs with two 4.BPS.MEL.HAR.LP4 4.BPS.MEL.HAR.LP6 tones independently moving lines, with and without accompaniment, using accurate

 pentatonic scale pitch and rhythm. Traditional notation  demonstrate healthy singing techniques.  treble clef notation MU.4.S.3.2EP Play rounds, canons, or layered ostinato on classroom 4.BPS.MEL.HAR.LP3  five-line staff instruments. 4.BPS.MEL.HAR.LP6  bar line  play classroom instruments with a characteristic instrument tone using  measure appropriate performance techniques, e.g., breath support, posture, hand position. Performance techniques  perform rhythmic, melodic, and harmonic instrumental accompaniments.  vocal  perform an age-appropriate round, canon, or layered 60stinato with two  instrumental independently moving lines on a melodic instrument with tonal and rhythmic accuracy. 60

Ostinato MU.4.S.3.3 BAC Perform extended pentatonic melodies at sight. 4.BPS.MEL.HAR.LP6 Bordun  explore an extended pentatonic scale with instruments and voice, e.g., high do, Rhythm low sol, low la.  half note/rest  identify the notes in a pentatonic scale using traditional notation.  whole note/rest  sight-read short patterns and melodies based on the extended pentatonic scale.  dotted half note MU.4.S.3.4EP Play simple ostinato, by ear, using classroom instruments. 4.BPS.MEL.HAR.LP3  duple meter 2/4, 4/4  echo sing melodic phrases. 4.BPS.MEL.HAR.LP6  triple meter ¾  echo short melodic patterns on pitched and unpitched instruments.  echo melodic instrumental accompaniments played by a teacher or peer. MU.4.S.3.5 IR Notate simple rhythmic phrases and extended pentatonic melodies 4.BPS.MEL.HAR.LP6 using traditional notation.  echo short melodic phrases based on a pentatonic scale.  write notation for melodic patterns presented aurally, using steps and repeated tones within a pentatonic scale, i.e., three to five notes on the syllable “loo”.

Big Idea: HISTORICAL AND GLOBAL CONNECTIONS

Enduring UNDERSTANDing # 1: Through study in the arts, we learn about and honor others and the worlds in which they live(d). KNOW: DO: Resources Communication MU.4.H.1.1 IR Examine and describe a cultural tradition, other than one’s own, 4.BPS.MEL.HAR.LP1 Cultural traditions learned through its musical style and/or use of authentic instruments. 4.BPS.MEL.HAR.LP2 Timbre  actively listen to a teacher-selected piece and identify elements unique to the 4.BPS.MEL.HAR.LP3  indigenous culture. 4.BPS.MEL.HAR.LP5

instruments  explore aspects of a culture through visual aids, guest speakers, or ethnic  voice instruments. Lyrics  perform songs reflecting the style of various cultures. Meter  compare and contrast cultural tradition from various countries.

Timbre MU.4.H.1.3IR Identify pieces of music that originated from cultures other than 4.BPS.MEL.HAR.LP5 Style one’s own.  world music  actively listen to music from other cultures.  identify characteristics of music from one’s own and various cultures, such as style and instruments.  compare and contrast music from one’s own culture and another. Enduring UNDERSTANDing # 2: The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. KNOW: DO: Resources Style MU.4.H.2.1BAC Perform, listen to, and discuss music related to Florida’s history. 4.BPS.MEL.HAR.LP4  Native American  listen to and perform teacher-selected pieces from Florida. 4.BPS.MEL.HAR.LP5  Spanish  identify music that represents the history and diverse cultures of Florida. 4.BPS.CREATE.LP7  Florida folk music  describe diverse styles of music found in Florida using appropriate vocabulary. History of Florida’s  African American State Song and State  Stephen Foster Anthem Purpose http://www.flheritage.co  healing m/kids/symbol.cfm?id=1  intimidate 9  immortalize http://www.flheritage.co  signal m/kids/symbol.cfm?id=2 2 Florida Music History Resource: http://www.loc.gov/tea chers/classroommateria ls/connections/florida- folklife/history2.html

Radio MU.4.H.2.2IR Identify ways in which individuals of varying ages and cultures 4.BPS.MEL.HAR.LP4 Internet experience music. Live concerts  identify various forms of media. CDs, records, mp3  explore various media by which one can experience music. Musical theatre  compare and contrast how different generations listen to music. 62

Additional Benchmarks

KNOW: DO: Reference Keywords LAFS.4.SL.1.2BAC Paraphrase portions of a text read aloud or information 4.BPS.MEL.HAR.LP1 Summary presented in diverse media and formats, including visually, quantitatively, and 4.BPS.MEL.HAR.LP4 orally.  identify keywords.  summarize portions of text.

Note/rest values MAFS.K12.MP.6.1BAC Attend to precision. Proficient students try to 4.BPS.MEL.HAR.LP1 Time signatures communicate precisely to others. They try to use clear definitions in discussion 4.BPS.MEL.HAR.LP2 Melodic sequences with others and in their own reasoning. They state the meaning of the symbols 4.BPS.MEL.HAR.LP3 Expressive markings: they choose. 4.BPS.MEL.HAR.LP6 4.BPS.MEL.HAR.LP7  dynamics, tempo  demonstrate precision in the execution of unison pulse within the ensemble

phrasing, musical regarding rhythmic accuracy (attack, duration, release), synchronized rhythmic line, dynamics, style, execution and tempo. articulations  use domain specific vocabulary to communicate precise ideas and opinions with others. Standard conducting patterns  demonstrate precision in execution of pitch accuracy and intonation regarding Expressive conducting tonality gestures  demonstrate precision in the execution of expressive elements regarding the execution of dynamics, articulations, phrasing, and style.

Physics of sound SC.4.P.10.3BAC Investigate and explain that sound is produced by vibrating 4.BPS.MEL.HAR.LP7  vibration objects and that pitch depends on how fast or slow the object vibrates.  explore sound production in a variety of instruments.  discuss vibration.  explain how fast or slow an object vibrates affects its sound.

♫ FIFTH GRADE – 2nd Nine Weeks (1st 3rd 4th)

Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing # 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. KNOW: DO: Resources Expressive characteristics MU.5.C.1.3ER Identify, aurally, selected instruments of the band and orchestra. 5.BPS.MEL.HAR.LP4 Form  actively listen to examples of band and orchestra instruments, e.g., violin, 5.BPS.MEL.HAR.LP6 Timbre clarinet, chimes, harpsichord. Performance techniques  classify instruments, aurally, by family. Listening strategies MU.5.C.1.4 ER Identify, aurally, the four primary voice parts, i.e., soprano, alto, 5.BPS.MEL.HAR.LP4  patterns tenor, bass, of a mixed choir.  memory connections  identify voices aurally by tone color. Lyrics  discuss how each voice part sounds individually and in a choir.  classify the role of each voice in a mixed choir. Enduring UNDERSTANDing # 2: Assessing our own and others’ artistic work, using critical-thinking, problem-solving, and decision- making skills, is central to artistic growth. KNOW: DO: Resources: Performance techniques MU.5.C.2.1IR Define criteria, using correct music vocabulary, to critique one’s 5.BPS.MEL.HAR.LP1  balance own and others’ performance. 5.BPS.MEL.HAR.LP2  blend  identify the elements that contribute to a good performance. 5.BPS.MEL.HAR.LP3  develop a student-generated checklist or rubric with guidance from the teacher to 5.BPS.MEL.HAR.LP5  accurate intonation 5.BPS.MEL.HAR.LP6 critique performances. Vocal:  posture  head voice  breath support  diction Instrumental:  posture  mallet/hand technique  tone quality Timbre 64

Big Idea: SKILLS, TECHNIQUES, AND PROCESSES

Enduring UNDERSTANDing # 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. KNOW: DO: Resources Melody MU.5.S.1.4 EP Sing or play simple melodic patterns by ear with support from 5.BPS.MEL.HAR.LP2  solfeggio the teacher. 5.BPS.MEL.HAR.LP3  major scale (do-ti)  match written patterns in a given melody when presented aurally. 5.BPS.MEL.HAR.LP4  echo simple melodic patterns by singing and/or playing. 5.BPS.MEL.HAR.LP5  hand signs 5.BPS.MEL.HAR.LP6  ascending/ descending Enduring UNDERSTANDing # 2: Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information. Performance techniques MU.5.S.2.2EP Apply performance techniques to familiar music. 5.BPS.MEL.HAR.LP1 Expressive characteristics  demonstrate healthy singing techniques. 5.BPS.MEL.HAR.LP4  f, mf, mp, p  sing with others, blending vocal timbres and matching dynamic levels. 5.BPS.MEL.HAR.LP5 5.BPS.MEL.HAR.LP6  staccato, legato  produce a characteristic instrumental tone.

 fermata  perform on instruments in an ensemble, maintaining a common tempo, blending  accent instrumental timbres, and matching dynamic levels.  sing or play with expression and style appropriate for the music performed.  respond to the tempo, dynamics, and expressive cues of a conductor. Enduring UNDERSTANDing # 3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques. KNOW: DO: Resources Performance techniques MU.5.S.3.1EP Sing part songs in an appropriate range, using proper vocal 5.BPS.MEL.HAR.LP1 Melody technique and maintaining pitch. 5.BPS.MEL.HAR.LP3  major scale  echo melodic patterns using sol, la, ti, do, re, mi, fa, sol, la, ti, and do. 5.BPS.MEL.HAR.LP4  demonstrate healthy singing techniques. 5.BPS.MEL.HAR.LP5 5.BPS.MEL.HAR.LP6  sing partner songs, rounds, and other songs with two and three independently moving lines, with and without accompaniment, using accurate pitch and rhythm.

Performance techniques MU.5.S.3.2 EP Play melodies and accompaniments, using proper instrumental 5.BPS.MEL.HAR.LP3 Timbre technique, on pitched and non-pitched instruments. 5.BPS.MEL.HAR.LP5  pitched instruments  echo extended rhythmic and melodic phrases on pitched and unpitched 5.BPS.MEL.HAR.LP6  unpitched instruments instruments. Harmony  produce a characteristic instrumental tone using appropriate performance  unison techniques.  ostinato  perform melodies and accompaniments on pitched and unpitched instruments  bordun with expression and style appropriate to the music.  melody with accompaniment Melody MU.5.S.3.3EO Perform simple diatonic melodies at sight. 5.BPS.MEL.HAR.LP1 Traditional notation  echo simple diatonic melodies using voice or instruments. 5.BPS.MEL.HAR.LP2  treble clef notation  identify pitches on a staff. 5.BPS.MEL.HAR.LP5 5.BPS.MEL.HAR.LP6  bar line  read and interpret notation in sequences of short diatonic patterns.

 measure  sing and/or play simple melodies at sight.  time signature Melody MU.5.S.3.4 EP Play melodies and accompaniments, by ear, using classroom 5.BPS.MEL.HAR.LP5 Rhythm instruments. 5.BPS.MEL.HAR.LP6  quarter note/rest  echo simple melodic patterns using classroom instruments.  beamed eighth  Rehearse patterns played by another and sequence into melody and/or notes/rests accompaniment.  half notes/rests  perform melody or accompaniment.  whole notes/rests  sixteenth notes  syncopation Rhythm MU.5.S.3.5 ER Notate rhythmic phrases and simple diatonic melodies using 5.BPS.MEL.HAR.LP2 Melody traditional notation. 5.BPS.MEL.HAR.LP6  identify notes and rests.  actively listen to melodies presented aurally.  write notation for melodic patterns, within the diatonic scale, that have been performed by someone else, i.e., whole or quarters only, on the syllable “loo”.

Big Idea: HISTORICAL AND GLOBAL CONNECTIONS

Enduring UNDERSTANDing # 1: Through study in the arts, we learn about and honor others and the worlds in which they live(d). KNOW: DO: Resources Communication MU.5.H.1.1IR Identify the purposes for which music is used within various 5.BPS.MEL.HAR.LP1 Celebrations cultures. 5.BPS.MEL.HAR.LP4  birthdays  describe the impact of regional traditions and historical events on generating 5.BPS.MEL.HAR.LP5  holidays various types of music, e.g., Quinceanera, military, graduation, wedding. 5.BPS.MEL.HAR.LP6

 patriotic events  discuss the role of music in day-to-day life of various cultures, e.g., relaxation, Cultural traditions motivation.  compare and contrast the ways two or more cultures integrate music into their lives.

Big Idea: INNOVATION, TECHNOLOGY, AND THE FUTURE

Enduring UNDERSTANDing # 2: Careers in and related to the arts significantly and positively impact local and global economies. KNOW: DO: Resources Performance venue MU.5.F.2.1I R Describe jobs associated with various types of concert venues and 5.BPS.MEL.HAR.LP4 Stage manager performing arts centers. Careers in Music Sound engineer  identify local and national performance venues. Musician  describe jobs associated with performance venues, e.g., lights and house Conductor manager, stage manager, sound engineer, conductor, musician, actor, box office, Crew member ushers, music merchant, security guard, food-and-beverage merchant, marketer.

Additional Benchmarks

KNOW: DO: Resources Summary LAFS.5.SL.1.2BAC Summarize written a text read aloud or information 5.BPS.MEL.HAR.LP1 Multi-media presentations presented in diverse media and formats, including visually, quantitatively, BSO Survey and and orally. Feedback Note/rest values MAFS.K12.MP.6.1BAC Attend to precision. Proficient students try to 5.BPS.MEL.HAR.LP4 Time signatures communicate precisely to others. They try to use clear definitions in 5.BPS.MEL.HAR.LP5 Melodic sequences discussion with others and in their own reasoning. They state the meaning of 5.BPS.MEL.HAR.LP6 Expressive markings: the symbols they choose.  dynamics, tempo  demonstrate precision in the execution of unison pulse within the ensemble phrasing, musical regarding rhythmic accuracy (attack, duration, release), synchronized line, dynamics, style, rhythmic execution and tempo. articulations  use domain specific vocabulary to communicate precise ideas and opinions with others. Standard conducting patterns  demonstrate precision in execution of pitch accuracy and intonation regarding Expressive conducting tonality gestures  demonstrate precision in the execution of expressive elements regarding the execution of dynamics, articulations, phrasing, and style.

Expressive characteristics TH.5.H.1.2BAC Participate in a performance to explore and celebrate a variety 5.BPS.MEL.HAR.LP4 Human experience of human experiences. 5.BPS.MEL.HAR.LP6  discuss human experiences, e.g., love, loss, failure, anger, religion, spiritual awareness.  identify characteristics in a selected piece of music that explore human feelings and emotions.  rehearse and perform a selected work with appropriate dramatic interpretation.

♫ SIXTH GRADE – 2nd Nine Weeks (1st 3rd 4th)

Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing # 3: The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. KNOW: DO: Resources Listening strategies MU.68.C.3.1IR Apply specific criteria to evaluate why a musical work is an 6.BPS.MEL.HAR.LP2  make text exemplar in a specific style or genre. 6.BPS.MEL.HAR.LP5 connections  actively listen to and explain elements of style and genre as performed by  patterns professional musicians, e.g., 20th Century and/or 21st Century, American, Exemplar indigenous. Style  discuss the musical characteristics of specific styles or genre, using appropriate Historical context music vocabulary. Cultural background  describe the elements that make a performance in a specific style outstanding.

Big Idea: SKILLS, TECHNIQUES, AND PROCESSES

Enduring UNDERSTANDing # 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. KNOW: DO: Resources Harmony MU.68.S.1.1BAC Improvise rhythmic and melodic phrases to accompany 6.BPS.MEL.HAR.LP3  I-IV-V progression familiar songs and/or standard harmonic progressions. Style  improvise simple melodies over given ostinato on pitched instruments.  12 bar blues  improvise melodic patterns and create variations on familiar melodies.  rock  improvise a simple melody over a given blues/rock progression. Phrase  melodic

Enduring UNDERSTANDing # 3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques. KNOW: DO: Resources Expressive characteristics MU.68.S.3.1EP Sing and/or play age-appropriate repertoire expressively. 6.BPS.MEL.HAR.LP1  blend  identify expressive elements and apply them to performance. 6.BPS.MEL.HAR.LP2  balance  demonstrate healthy singing techniques. 6.BPS.MEL.HAR.LP3 6.BPS.MEL.HAR.LP4  pp, p, mp, mf, f, ff  sing and/or play age-appropriate music, with and without accompaniment, using

 crescendo, accurate pitch and rhythm. decrescendo  staccato/legato  Presto, Allegro, Moderato, Andante, Adagio, Largo Performance technique  voice placement  unified vowels  articulated consonants  posture  head voice  start together  breath support Harmony  rounds  quodlibet  partner songs  part song  countermelody

Performance technique MU.68.S.3.2EP Demonstrate proper vocal or instrumental technique. 6.BPS.MEL.HAR.LP2  vocal:  produce a characteristic instrumental tone using appropriate performance 6.BPS.MEL.HAR.LP3  attacks techniques. 6.BPS.MEL.HAR.LP4  releases  perform on instruments in an ensemble, maintaining a common tempo, blending  instrumental: instrumental timbres, and matching dynamic levels.  mallet/hand technique  demonstrate healthy singing techniques.  tone quality  sing, with others, blending vocal timbres, matching dynamic levels, and  posture responding to the cues of a conductor. Expressive characteristics  accents  fermata  accelerando  ritardando Timbre

Big Idea: HISTORICAL AND GLOBAL CONNECTIONS

Enduring UNDERSTANDing # 1: Through study in the arts, we learn about and honor others and the worlds in which they live(d). KNOW: DO: Resources Rhythm MU.68.H.1.1ER Describe the functions of music from various cultures and 6.BPS.MEL.HAR.LP2 Melody time periods. 6.BPS.MEL.HAR.LP3 Timbre  explain how the use of specific musical elements is characteristic of music Expressive characteristics from various cultures and time periods. Cultural background  describe the impact of regional traditions and historical events on generating Cultural traditions various types of music.  birthday  identify the role of music in day-to-day life, e.g., birthdays, holidays,  holiday celebrations, patriotic.  celebration  patriotic Historical context  20th Century  21st Century  American  indigenous music

Style MU.68.H.1.2 IR Identify the works of representative composers within a 6.BPS.MEL.HAR.LP1  nationalistic specific style or time period. 6.BPS.MEL.HAR.LP2  blues  identify characteristics of a specific style or time period.  jazz  actively listen to exemplars of representative composers. DSOkids/Composers

 pop  match definitive composers’ works to their historical time periods. th NAXOS  20 Century  21st Century Historical context Cultural background

Style MU.68.H.1.4 ER Classify authentic stylistic features in music originating from 6.BPS.MEL.HAR.LP2 Cultural background various cultures. 6.BPS.MEL.HAR.LP3 Historical context  perform music of varied styles, forms, and periods. Thinking maps  use a graphic organizer and compare musical elements from different cultures.  identify the country or region of different folk songs studied in class.  describe diverse styles of popular, folk, classical, and world music using appropriate vocabulary, e.g., vocal quality, instrumentation, rhythmic, and melodic patterns, form, quarter- or semi-tones, layered texture.

Additional Benchmarks

KNOW: DO: Resources Note/rest values MAFS.K12.MP.6.1BAC Attend to precision. Proficient students try to 6.BPS.MEL.HAR.LP1 Time signatures communicate precisely to others. They try to use clear definitions in 6.BPS.MEL.HAR.LP3 Melodic sequences discussion with others and in their own reasoning. They state the meaning of Expressive markings: the symbols they choose.  dynamics, tempo  demonstrate precision in the execution of unison pulse within the ensemble phrasing, musical regarding rhythmic accuracy (attack, duration, release), synchronized line, dynamics, style, rhythmic execution and tempo. articulations  use domain specific vocabulary to communicate precise ideas and opinions with others. Standard conducting patterns  demonstrate precision in execution of pitch accuracy and intonation regarding Expressive conducting tonality gestures  demonstrate precision in the execution of expressive elements regarding the execution of dynamics, articulations, phrasing, and style.

♫ KINDERGARTEN – 3rd Nine Weeks (1st 2nd 4th)

Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing # 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. KNOW: DO: Resources Timbre MU.K.C.1.2E R Identify various sounds in a piece of music. 0.BPS.FORM.EXP.LP1  found sounds  actively listen to music from various sound sources, e.g., recordings, 0.BPS.FORM.EXP.LP2  vocal sounds instruments, live performance. 0.BPS.FORM.EXP.LP4  identify vocal sounds. 0.BPS.FORM.EXP.LP5 0.BPS.FORM.EXP.LP6  identify environmental sounds. 0.BPS.FORM.EXP.LP7  identify instrumental sounds. Enduring UNDERSTANDing # 2: Assessing our own and others’ artistic work, using critical-thinking, problem-solving, and decision- making skills, is central to artistic growth. KNOW: DO: Resources Expressive characteristics MU.K.C.2.1I R Identify similarities and/or differences in a performance. 0.BPS.FORM.EXP.LP1  fast/slow  explore contrasting elements. 0.BPS.FORM.EXP.LP2  loud/soft  identify loud and soft sounds in a piece of music. 0.BPS.FORM.EXP.LP3 Form 0.BPS.FORM.EXP.LP5  identify patterns that are the same and different. 0.BPS.FORM.EXP.LP6  same/different  identify fast and slow sections of music.  AB Melody  high/low Voice Instrument

Big Idea: ORGANIZATIONAL STRUCTURE

Enduring UNDERSTANDing # 1: Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process. KNOW: DO: Resources Melody MU.K.O.1.1BAC Respond to beat, rhythm, and melodic line through imitation. 0.BPS.FORM.EXP.LP3 Rhythm  actively listen and respond to melodic patterns through movement, e.g., body 0.BPS.FORM.EXP.LP5  quarter notes/rests levels and melodic direction. 0.BPS.FORM.EXP.LP6  beamed eighth notes  echo simple rhythm patterns. 0.BPS.FORM.EXP.LP7

Expressive characteristics  echo simple melodic patterns using la, sol, and mi and maintain the tonal center.  fast/slow Movement  mirror Enduring UNDERSTANDing # 3: Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world. KNOW: DO: Resources Movement MU.K.O.3.1BAC Respond to music to demonstrate how it makes one feel. 0.BPS.FORM.EXP.LP1 Expressive characteristics  express one’s own feelings through creative movement. 0.BPS.FORM.EXP.LP2  fast/slow  describe, using age-appropriate vocabulary, how music affects our emotions. 0.BPS.FORM.EXP.LP3  loud/soft 0.BPS.FORM.EXP.LP5 0.BPS.FORM.EXP.LP6 Share feelings

 happy/sad/scared

Big Idea: HISTORICAL AND GLOBAL CONNECTIONS

Enduring UNDERSTANDing # 2: The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. KNOW: DO: Resources Style MU.K.H.2.1BAC P Respond to and/or perform folk music of American cultural 0.BPS.FORM.EXP.LP1  patriotic sub-groups. 0.BPS.FORM.EXP.LP2  folk  respond to folk music from various American cultural sub-groups, e.g., Native 0.BPS.FORM.EXP.LP4 Performance technique American, Latin American, African American, Anglo American. 0.BPS.FORM.EXP.LP5 0.BPS.FORM.EXP.LP6  head voice  perform folk songs and dances from various sub-groups. 0.BPS.FORM.EXP.LP7  start together Movement  folk dance Historical context

Additional Benchmarks

KNOW: DO: Resources Expressive characteristics DA.K.O.3.1BAC Use movement to express a feeling, idea, or story. 0.BPS.FORM.EXP.LP1 Movement  interpret a story, song or musical selection through creative movement. 0.BPS.FORM.EXP.LP2  mirror  express one’s own feelings through creative movement. 0.BPS.FORM.EXP.LP4 0.BPS.FORM.EXP.LP7 Share Feelings  use movement to convey an idea

 happy/sad/scared Share personal impressions LAFS.K.SL.1.1BAC Participate in collaborative conversations with diverse 0.BPS.FORM.EXP.LP2  like/dislike partners about kindergarten topics and texts with peers and adults in small and 0.BPS.FORM.EXP.LP4  happy/sad larger groups. 0.BPS.FORM.EXP.LP5  describe feelings communicated through music. 0.BPS.FORM.EXP.LP6 0.BPS.FORM.EXP.LP7  discuss feelings with diverse partners, in small and large groups.

Beat groupings and metric MAFS.K12.MP.7.1BAC Look for and make use of structure. Proficient students 0.BPS.FORM.EXP.LP1 stress look closely to discern a pattern or structure. They recognize the significance of 0.BPS.FORM.EXP.LP2 Patterns an existing line in a geometric figure and can use the strategy of drawing an 0.BPS.FORM.EXP.LP3  form, meter, phrasing, auxiliary line for solving problems. They also can step back for an overview and 0.BPS.FORM.EXP.LP5 0.BPS.FORM.EXP.LP6 sequencing, and shift perspective. They can see complicated things, such as some algebraic 0.BPS.FORM.EXP.LP7 instrumentation expressions, as single objects or as being composed of several objects.

 utilize pattern recognition to memorize music.  reorganize performance practices according to given rhythmic hierarchies  recognize patterns through music theory and utilize the information in rehearsal, individual practice, and performance.  recognize the function of lines and spaces of the staff as the means of visually representing pitch.  understand rhythmic relationships regarding time signature classification.

♫ FIRST GRADE – 3rd Nine Weeks (1st 2nd 4th)

Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing # 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. KNOW: DO: Resources Rhythm MU.1.C.1.1BAC Respond to specific, teacher-selected musical characteristics in a 1.BPS.FORM.EXP.LP1 Melody song or instrumental piece. 1.BPS.FORM.EXP.LP2  same/different pitches  use voice, body percussion, and instruments to demonstrate awareness of steady 1.BPS.FORM.EXP.LP3 Expressive characteristics beat, tempo, and dynamics. 1.BPS.FORM.EXP.LP4 1.BPS.FORM.EXP.LP5  Largo, Moderato,  demonstrate awareness of phrasing and melodic direction through purposeful 1.BPS.FORM.EXP.LP6 Presto movement with or without props. 1.BPS.FORM.EXP.LP7  f, p Enduring UNDERSTANDing # 2: Assessing our own and others’ artistic work, using critical-thinking, problem-solving, and decision- making skills, is central to artistic growth. KNOW: DO: Resources Expressive characteristics MU.1.C.2.1E R Identify the similarities and differences between two 1.BPS.FORM.EXP.LP2 Timbre performances of a familiar song. 1.BPS.FORM.EXP.LP3 Style  identify differing characteristics of two versions of a familiar song. 1.BPS.FORM.EXP.LP4 Lyrics  compare and contrast form, expressive characteristics, and/or style of two 1.BPS.FORM.EXP.LP5 Compare/contrast 1.BPS.FORM.EXP.LP6 familiar pieces, e.g., faster/slower, louder/softer, higher/lower. 1.BPS.FORM.EXP.LP7

Enduring UNDERSTANDing # 3: The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. KNOW: DO: Resources Style MU.1.C.3.1BAC Share different thoughts or feelings people have about selected 1.BPS.FORM.EXP.LP1  mood/feeling pieces of music. 1.BPS.FORM.EXP.LP2 Share thoughts and personal  describe personal impressions of a piece of music. 1.BPS.FORM.EXP.LP3 impressions  discuss why pieces evoke certain feelings or moods.

Big Idea: ORGANIZATIONAL STRUCTURE

Enduring UNDERSTANDing # 1: Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process. KNOW: DO: Resources Melody MU.1.O.1.1BAC Respond to contrasts in music as a foundation for understanding 1.BPS.FORM.EXP.LP1 Expressive characteristics structure. 1.BPS.FORM.EXP.LP2 Form  recognize different forms, e.g., AB, ABA. 1.BPS.FORM.EXP.LP3  ABA, AABA,  recognize fast/slow, loud/soft, voices/instruments, long/short, and high/low. 1.BPS.FORM.EXP.LP4 1.BPS.FORM.EXP.LP5 ABCA, ABAC  compare and contrast music of different styles. 1.BPS.FORM.EXP.LP6 Timbre  respond to contrasting musical elements by singing, moving, and/or playing. 1.BPS.FORM.EXP.LP7 Style Compare/contrast Form MU.1.O.1.2I R Identify patterns of a simple, four-measure song or speech piece. 1.BPS.FORM.EXP.LP1  patterns  use movement to internalize a four-measure song or speech piece. 1.BPS.FORM.EXP.LP2 Movement  use traditional or nontraditional notation to identify similar patterns within a 1.BPS.FORM.EXP.LP3 Traditional notation four-measure song or speech piece. 1.BPS.FORM.EXP.LP4 1.BPS.FORM.EXP.LP5 Non-traditional notation 1.BPS.FORM.EXP.LP6

Enduring UNDERSTANDing # 3: Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world. KNOW: DO: Resources Expressive characteristics MU.1.O.3.1BAC Respond to changes in tempo and/or dynamics within musical 1.BPS.FORM.EXP.LP1 Movement examples. 1.BPS.FORM.EXP.LP2  body levels  respond to selected characteristics of music, including tempo and dynamics, 1.BPS.FORM.EXP.LP3  lyrical/percussive through purposeful movement. 1.BPS.FORM.EXP.LP4 1.BPS.FORM.EXP.LP5  create a movement to accompany the tempo and dynamic changes in a piece. 1.BPS.FORM.EXP.LP6 1.BPS.FORM.EXP.LP7

Additional Benchmarks

Expressive characteristics DA.1.O.3.1BAC Create movement phrases to express a feeling, idea, or story. 1.BPS.FORM.EXP.LP1 Movement  identify sounds or movements that help illustrate the story, feeling, and idea. 1.BPS.FORM.EXP.LP2  body levels  select appropriate instruments or props to aid in the creation of movement. 1.BPS.FORM.EXP.LP3  fast/slow 1.BPS.FORM.EXP.LP4 1.BPS.FORM.EXP.LP5 1.BPS.FORM.EXP.LP6

Expressive characteristics LAFS.1.RL.2.4BAC Identify words and phrases in stories or poems that suggest 1.BPS.FORM.EXP.LP1 feelings or appeal to the senses. 1.BPS.FORM.EXP.LP2  listen and respond to a variety of poems, stories or song lyrics.  discuss feelings and senses.  identify words and phrases that suggest feelings or appeal to the senses. Share and help LAFS.1.SL.1.1BAC Participate in collaborative conversations with diverse 1.BPS.FORM.EXP.LP1 Be polite partners about grade 1 topics and texts with peers and adults in small and 1.BPS.FORM.EXP.LP2 Take turns larger groups. 1.BPS.FORM.EXP.LP3 Manners  describe feelings communicated through music. 1.BPS.FORM.EXP.LP4 Listen and do 1.BPS.FORM.EXP.LP5  discuss feelings with diverse partners, in small and large groups. 1.BPS.FORM.EXP.LP6

Beat groupings and metric MAFS.K12.MP.7.1BAC Look for and make use of structure. Proficient students 1.BPS.FORM.EXP.LP1 stress look closely to discern a pattern or structure. They recognize the significance of 1.BPS.FORM.EXP.LP2 Patterns an existing line in a geometric figure and can use the strategy of drawing an 1.BPS.FORM.EXP.LP3  form, meter, phrasing, auxiliary line for solving problems. They also can step back for an overview and 1.BPS.FORM.EXP.LP4 1.BPS.FORM.EXP.LP5 sequencing, and shift perspective. They can see complicated things, such as some algebraic 1.BPS.FORM.EXP.LP6 expressions, as single objects or as being composed of several objects. instrumentation 1.BPS.FORM.EXP.LP7  utilize pattern recognition to memorize music.  reorganize performance practices according to given rhythmic hierarchies  recognize patterns through music theory and utilize the information in rehearsal, individual practice, and performance.  recognize the function of lines and spaces of the staff as the means of visually representing pitch.  understand rhythmic relationships regarding time signature classification. 80

Expressive characteristics TH.1.S.1.3BAC Explain personal preferences related to a performance. 1.BPS.FORM.EXP.LP1 Share thoughts and personal  describe personal impressions of a piece of music 1.BPS.FORM.EXP.LP2 impressions  discuss while pieces evoke certain feelings or moods 1.BPS.FORM.EXP.LP3 1.BPS.FORM.EXP.LP4  explain one’s own choices when discussing a musical performance 1.BPS.FORM.EXP.LP7

♫ SECOND GRADE – 3rd Nine Weeks (1st 2nd 4th)

Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing # 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. KNOW: DO: Resources Expressive characteristics MU.2.C.1.2BAC Respond to a piece of music and discuss individual 2.BPS.FORM.EXP.LP2 Movement interpretations. 2.BPS.FORM.EXP.LP3  body levels  use purposeful movement or gestures while listening to selected pieces. 2.BPS.FORM.EXP.LP4  lyrical/percussive  discuss why pieces may evoke certain feelings or moods. 2.BPS.FORM.EXP.LP5 2.BPS.FORM.EXP.LP6  draw a picture to explain personal understanding of the selected piece of music. 2.BPS.FORM.EXP.LP7  dramatize one’s own understanding and interpretation of the selected piece of music. Enduring UNDERSTANDing # 3: The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. KNOW: DO: Resources Rhythm MU.2.C.3.1BAC Discuss why musical characteristics are important when forming 2.BPS.FORM.EXP.LP1  half notes/rests and discussing opinions about music. 2.BPS.FORM.EXP.LP2 Melody  define musical characteristics, i.e. rhythm, melody, expressive characteristics, 2.BPS.FORM.EXP.LP3  do, mi, sol, la form, timbre, instrumentation. 2.BPS.FORM.EXP.LP4 2.BPS.FORM.EXP.LP5 Expressive characteristics  describe musical characteristics and how they aid in forming one’s opinion of a 2.BPS.FORM.EXP.LP6 Form piece of music. 2.BPS.FORM.EXP.LP7  ABB  share personal impressions of a piece of music during a teacher-led discussion.  ABC  discuss why pieces may evoke certain feelings or moods and how the musical  call and response characteristics help in conveying those feelings or moods. Timbre  child – boy  child – girl

Big Idea: ORGANIZATIONAL STRUCTURE

Enduring UNDERSTANDing # 1: Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process. KNOW: DO: Resources Form MU.2.O.1.2IR Identify the form of a simple piece of music. 2.BPS.FORM.EXP.LP5  ABB  explore form through purposeful movement. 2.BPS.FORM.EXP.LP6  ABC  identify same and different phrases. 2.BPS.FORM.EXP.LP7

 call and response  recognize patterns in a sequence. Phrases Patterns Enduring UNDERSTANDing # 3: Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world. KNOW: DO: Resources Expressive characteristics MU.2.O.3.1ER Describe changes in tempo and dynamics within a musical work. 2.BPS.FORM.EXP.LP2  ff, pp  explore changes in tempo and dynamics in a selected piece of music through 2.BPS.FORM.EXP.LP3  crescendo, purposeful movement. 2.BPS.FORM.EXP.LP4 decrescendo  identify and discuss expressive characteristics of music. 2.BPS.FORM.EXP.LP5 2.BPS.FORM.EXP.LP6  describe how expressive characteristics are used to convey meaning in a work, 2.BPS.FORM.EXP.LP7 i.e. In the Hall of the Mountain King – tempo change indicates Peer Gynt running.

Big Idea: HISTORICAL AND GLOBAL CONNECTIONS

Enduring UNDERSTANDing # 3: Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields. KNOW: DO: Resources Form MU.2.H.3.1BAC Perform and compare patterns, aurally and visually, found in 2.BPS.FORM.EXP.LP2 Repetition songs, finger plays, or rhymes to gain a foundation for exploring patterns in 2.BPS.FORM.EXP.LP4 Rhyming other contexts. 2.BPS.FORM.EXP.LP5 Poetry  listen to or read a poem, song, story, or chant. 2.BPS.FORM.EXP.LP6 2.BPS.FORM.EXP.LP7 Phrase  perform a selected poem, song, story, or chant.

 discover patterns in selected pieces.  create a visual representation of patterns.  make a connection between patterns found in the selected piece and those in the student’s world.

Additional Benchmarks

KNOW: DO: Reference Expressive characteristics DA.2.O.3.1BAC Use movement to interpret feelings, stories, pictures, and songs. 2.BPS.FORM.EXP.LP1 Movement  explore chants, stories, singing games, and folk dances from various cultures 2.BPS.FORM.EXP.LP2  body levels using movement. 2.BPS.FORM.EXP.LP3  fast/slow  discuss how each person can have different feelings for a selected piece of 2.BPS.FORM.EXP.LP4 2.BPS.FORM.EXP.LP5  lyrical/percussive music. 2.BPS.FORM.EXP.LP6 Share thoughts/feelings  discuss how movement can express feelings. 2.BPS.FORM.EXP.LP7

Beat groupings and metric MAFS.K12.MP.7.1BAC Look for and make use of structure. Proficient students 2.BPS.FORM.EXP.LP1 stress look closely to discern a pattern or structure. They recognize the significance of 2.BPS.FORM.EXP.LP2 Patterns an existing line in a geometric figure and can use the strategy of drawing an 2.BPS.FORM.EXP.LP3  form, meter, phrasing, auxiliary line for solving problems. They also can step back for an overview and 2.BPS.FORM.EXP.LP4 2.BPS.FORM.EXP.LP5 sequencing, and shift perspective. They can see complicated things, such as some algebraic 2.BPS.FORM.EXP.LP6 expressions, as single objects or as being composed of several objects. instrumentation 2.BPS.FORM.EXP.LP7  utilize pattern recognition to memorize music.  reorganize performance practices according to given rhythmic hierarchies  recognize patterns through music theory and utilize the information in rehearsal, individual practice, and performance.  recognize the function of lines and spaces of the staff as the means of visually representing pitch.  understand rhythmic relationships regarding time signature classification. Folk dance PE.2.M.1.9BAC Perform one folk or line dance accurately. 2.BPS.FORM.EXP.LP3 Line dance 2.BPS.FORM.EXP.LP5 Dance configurations 2.BPS.FORM.EXP.LP6 2.BPS.FORM.EXP.LP7

♫ THIRD GRADE – 3rd Nine Weeks (1st 2nd 4th)

Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing # 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. KNOW: DO: Resources Movement MU.3.C.1.2BAC Respond to a musical work in a variety of ways and compare 3.BPS.FORM.EXP.LP3 Compare and contrast individual interpretations. 3.BPS.FORM.EXP.LP4 Cultural context  use purposeful movement to interpret selected pieces of music. 3.BPS.FORM.EXP.LP6 Historical background  dramatize or make a visual representation of one’s interpretation of the selected Conduct piece.  compare and contrast one’s own interpretation with other students’ interpretations. Enduring UNDERSTANDing # 3: The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. KNOW: DO: Resources Expressive characteristics MU.3.C.3.1BAC Identify musical characteristics and elements within a piece of 3.BPS.FORM.EXP.LP1  ritardando music when discussing the value of the work. 3.BPS.FORM.EXP.LP2  accelerando  describe musical characteristics of the selection that enhance lyrics and/or 3.BPS.FORM.EXP.LP3 communicate an idea or emotion. 3.BPS.FORM.EXP.LP4  mf, mp, sfz 3.BPS.FORM.EXP.LP5 Rhythm  describe why some musical characteristics are effective in conveying a 3.BPS.FORM.EXP.LP6 Form composer’s ideas.  verse and refrain  identify and respect differing values and tastes in music.  ABABA  sequence Timbre Harmony Style  world music

Big Idea: SKILLS, TECHNIQUES, AND PROCESSES

Enduring UNDERSTANDing # 2: Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information. KNOW: DO: Resources Rehearsal technique MU.3.S.2.1ER Identify patterns in songs to aid the development of sequencing 3.BPS.FORM.EXP.LP1  parts of a round and memorization skills. 3.BPS.FORM.EXP.LP2  parts of a layered  discuss strategies for memorizing music. 3.BPS.FORM.EXP.LP3 work  analyze elements of the piece, including form, rhythm, and melody, to recognize 3.BPS.FORM.EXP.LP4 3.BPS.FORM.EXP.LP5 Melody patterns and sequences that will aid in memorization. 3.BPS.FORM.EXP.LP6 Form  create a mental or visual image of the form of the selected piece, e.g., listening  repeat sign map, sequence.  introduction  perform a piece from memory.  coda  verse and refrain

Big Idea: ORGANIZATIONAL STRUCTURE

Enduring UNDERSTANDing # 1: Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process. KNOW: DO: Resources Rhythm MU.3.O.1.1ER Identify, using correct music vocabulary, the elements in a 3.BPS.FORM.EXP.LP1 Melody musical work. 3.BPS.FORM.EXP.LP2 Harmony  explore basic elements of music through body percussion, movement, and 3.BPS.FORM.EXP.LP3  melody alone playing instruments, i.e. rhythm, melody, harmony, form, timbre. 3.BPS.FORM.EXP.LP4 3.BPS.FORM.EXP.LP5  melody with  describe expressive characteristics using appropriate vocabulary. 3.BPS.FORM.EXP.LP6 accompaniment  ostinato Expressive characteristics Form  rondo  introduction  coda  AB, ABA, ABABA  call and response  verse and refrain Timbre Form MU.3.O.1.2 ER Identify and describe the musical form of a familiar song. 3.BPS.FORM.EXP.LP1  sing or play age-appropriate songs with proper technique. 3.BPS.FORM.EXP.LP3  explore form through purposeful movement. 3.BPS.FORM.EXP.LP4 3.BPS.FORM.EXP.LP6  analyze the structure of a piece.  describe form using traditional or nontraditional notation.

Enduring UNDERSTANDing # 3: Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world. KNOW: DO: Resources Expressive characteristics MU.3.O.3.1IR Describe how tempo and dynamics can change the mood or 3.BPS.FORM.EXP.LP1  ritardando emotion of a piece of music. 3.BPS.FORM.EXP.LP2  accelerando  explore changes in tempo and dynamics in a selected piece of music through 3.BPS.FORM.EXP.LP3 purposeful movement. 3.BPS.FORM.EXP.LP4  mf, mp, sfz 3.BPS.FORM.EXP.LP5  identify musical vocabulary in pieces of music.

 describe how expressive qualities are used to convey feelings, images, moods, and events through music.

Big Idea: HISTORICAL AND GLOBAL CONNECTIONS

Enduring UNDERSTANDing # 3: Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields. KNOW: DO: Resources Melody MU.3.H.3.1IR Experience and discuss, using correct music and other relevant 3.BPS.FORM.EXP.LP1 Form content-area vocabulary, similarities in the use of pattern, line, and form in 3.BPS.FORM.EXP.LP2 Movement music and other teacher-selected contexts. 3.BPS.FORM.EXP.LP3  identify common vocabulary and elements within and among dance, theatre, 3.BPS.FORM.EXP.LP4 3.BPS.FORM.EXP.LP5 music, and the visual arts, e.g. pulse, rhythm, fluency. 3.BPS.FORM.EXP.LP6  actively listen to various pieces and analyze the form, patterns, and melodic line, using correct music vocabulary.  describe ways in which the subject matter of other disciplines is related to music, e.g., division and fractions in music and mathematics, sound waves, frequency, and vibrations in music and science, lyrics and language arts.

Additional Benchmarks

KNOW: DO: Reference Beat groupings and metric MAFS.K12.MP.7.1BAC Look for and make use of structure. Proficient students 3.BPS.FORM.EXP.LP1 stress look closely to discern a pattern or structure. They recognize the significance of 3.BPS.FORM.EXP.LP2 Patterns an existing line in a geometric figure and can use the strategy of drawing an 3.BPS.FORM.EXP.LP3  form, meter, phrasing, auxiliary line for solving problems. They also can step back for an overview and 3.BPS.FORM.EXP.LP4 3.BPS.FORM.EXP.LP5 sequencing, and shift perspective. They can see complicated things, such as some algebraic 3.BPS.FORM.EXP.LP6 expressions, as single objects or as being composed of several objects. instrumentation  utilize pattern recognition to memorize music.  reorganize performance practices according to given rhythmic hierarchies  recognize patterns through music theory and utilize the information in rehearsal, individual practice, and performance.  recognize the function of lines and spaces of the staff as the means of visually representing pitch.  understand rhythmic relationships regarding time signature classification. Dance configurations PE.3.M.1.10BAC Perform one dance accurately and with good technique. 3.BPS.FORM.EXP.LP6  Perform one dance accurately and with good technique.

♫ FOURTH GRADE – 3rd Nine Weeks (1st 2nd 4th)

Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing # 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. KNOW: DO: * Resources Expressive characteristics MU.4.C.1.2ER Describe, using correct music vocabulary, what is heard in a 4.BPS.FORM.EXP.LP1  Andante, Allegro, specific musical work. 4.BPS.FORM.EXP.LP2 Adagio  actively listen to and analyze a composition to identify movement of melodic 4.BPS.FORM.EXP.LP3  emotion line and repeated and contrasting patterns. 4.BPS.FORM.EXP.LP5 4.BPS.FORM.EXP.LP6 Timbre  describe expressive elements of the piece, such as dynamics, tempo, etc.  instrument families  identify vocal and instrumental, e.g., brass, woodwind, percussion, strings.  voice parts Form Listening strategies  patterns memory connections Enduring UNDERSTANDing # 3: The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. KNOW: DO: Resources Expressive characteristics MU.4.C.3.1BAC Describe characteristics that make various musical works 4.BPS.FORM.EXP.LP1 Timbre appealing. 4.BPS.FORM.EXP.LP2 Instrumentation  identify musical characteristics of a selection that enhance lyrics and/or 4.BPS.FORM.EXP.LP3 communicate an idea or emotion. 4.BPS.FORM.EXP.LP5 4.BPS.FORM.EXP.LP6  describe specific elements in the music that appeal to one’s senses or emotions,

e.g., fast tempo makes me excited, lullaby reminds me of grandma, etc.  identify and respect differing values and tastes in music.

Big Idea: SKILLS, TECHNIQUES, AND PROCESSES

Enduring UNDERSTANDing # 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. KNOW: DO: Resources Form MU.4.S.1.3BAC Arrange a familiar song for voices or instruments by 4.BPS.FORM.EXP.LP2  interlude/bridge manipulating form. 4.BPS.FORM.EXP.LP3  introduction  sing or play age-appropriate songs with proper technique.  recognize patterns and analyze form of a selected piece.  arrange a selected piece for performance by altering form. Enduring UNDERSTANDing # 2: Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information. KNOW: DO: Resources Rehearsal techniques MU.4.S.2.1EP Apply knowledge of musical structure to aid in sequencing and 4.BPS.FORM.EXP.LP1  keywords memorization and to internalize details of rehearsal and performance. 4.BPS.FORM.EXP.LP2  repetition  analyze elements of the piece, including chord structure and form, to recognize 4.BPS.FORM.EXP.LP3 patterns and sequences that will aid in memorization. 4.BPS.FORM.EXP.LP4  patterns 4.BPS.FORM.EXP.LP6  interpret music symbols and terms in repertoire that refer to dynamics, tempo,  parts of a round Form articulation, and expression when performing.  interlude/bridge  discuss strategies for memorizing music, e.g., listening map.  introduction  perform a selected piece from memory. Expressive characteristics

Big Idea: ORGANIZATIONAL STRUCTURE

Enduring UNDERSTANDing # 1: Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process. KNOW: DO: Resources Style (genre) MU.4.O.1.1IR Compare musical elements in different types of music, using 4.BPS.FORM.EXP.LP1  salsa correct music vocabulary, as a foundation for understanding the structural 4.BPS.FORM.EXP.LP2  Pacific Island conventions of specific styles. 4.BPS.FORM.EXP.LP3 4.BPS.FORM.EXP.LP4  classify selected exemplary works from various historical periods by genre,  Aboriginal 4.BPS.FORM.EXP.LP6 style, and composer.  Classical  Baroque  actively listen to selected pieces and identify characteristic musical elements.  Classical  compare and contrast musical elements of selected pieces, e.g., rhythm, timbre, Timbre form, harmony, meter, dynamics, tempo.  explain how the use of specific musical elements is characteristic of music from various styles. Enduring UNDERSTANDing # 3: Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world. KNOW: DO: Resources Expressive characteristics MU.4.O.3.1IR Identify how expressive elements and lyrics affect the mood or 4.BPS.FORM.EXP.LP1  mood/emotion emotion of a song. 4.BPS.FORM.EXP.LP2  ritardando  actively listen to selected piece and identify expressive elements. 4.BPS.FORM.EXP.LP3  perform songs using expressive elements. 4.BPS.FORM.EXP.LP5  accelerando 4.BPS.FORM.EXP.LP6  phrasing  discuss the meaning of a song’s lyrics.  articulation  identify the mood and/or emotion of a piece. Dynamics  describe how expressive elements convey a composer’s intent regarding mood Timbre and/or emotion. MU.4.O.3.2EP Apply expressive elements to a vocal or instrumental piece and, 4.BPS.FORM.EXP.LP1 using correct music vocabulary, explain one’s choices. 4.BPS.FORM.EXP.LP2  identify expressive elements of music. 4.BPS.FORM.EXP.LP3  examine a selected piece and choose expressive elements appropriate to the style 4.BPS.FORM.EXP.LP6

of music.  sing or play classroom and ethnic instruments with expression and style.  describe choices using appropriate vocabulary. 93

Big Idea: HISTORICAL AND GLOBAL CONNECTIONS

Enduring UNDERSTANDing # 1: Through study in the arts, we learn about and honor others and the worlds in which they live(d). KNOW: DO: Resources Historical periods MU.4.H.1.2NTK Describe the influence of selected composers on the musical 4.BPS.FORM.EXP.LP3  Baroque works and practices or traditions of their time. 4.BPS.FORM.EXP.LP5  Classical  identify important composers who influenced various periods in music. 4.BPS.FORM.EXP.LP6

 Romantic  describe the roles and importance of composers in various cultures.  20th Century  discuss important events and compositions in the life of a composer.  21st Century  explain how a composer influenced a specific time period or genre of music, Timbre e.g., Beethoven-symphony, Strauss-waltz, Sousa-march, Tchaikovsky-ballet. Enduring UNDERSTANDing # 3: Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields. KNOW: DO: Resources Movement MU.4.H.3.1IR Identify connections among music and other contexts, using 4.BPS.FORM.EXP.LP4  body levels correct music and other relevant content-area vocabulary and explore how 4.BPS.FORM.EXP.LP5  lyrical/percussive learning in one academic area can help with knowledge or skill acquisition in a 4.BPS.FORM.EXP.LP6  folk dance different academic area. Form  identify and describe elements within and among dance, theatre, music, and the Historical connections visual arts. Cultural connections  describe ways in which the subject matter of other disciplines is related to music. Physics of sound  identify skills used in music that apply to other academic areas, e.g., decoding,  frequency chunking, keywords in literature and lyrics, sound waves, vibrations, and  vibration frequency in science and music, patterns (rhythmic, numeric), fractions, repetition.  actively participate in choral reading exercises to reinforce fluent reading.

Additional Benchmarks

KNOW: DO: Reference Beat groupings and metric MAFS.K12.MP.7.1BAC Look for and make use of structure. Proficient students 4.BPS.FORM.EXP.LP1 stress look closely to discern a pattern or structure. They recognize the significance of 4.BPS.FORM.EXP.LP2 Patterns an existing line in a geometric figure and can use the strategy of drawing an 4.BPS.FORM.EXP.LP3  form, time signatures, auxiliary line for solving problems. They also can step back for an overview and 4.BPS.FORM.EXP.LP4 4.BPS.FORM.EXP.LP6 phrasing, sequencing, shift perspective. They can see complicated things, such as some algebraic

key centers, harmonic expressions, as single objects or as being composed of several objects. structure, voicing, and  utilize pattern recognition to memorize music. instrumentation  reorganize performance practices according to given rhythmic hierarchies.  recognize patterns through music theory and utilize the information in rehearsal, individual practice, and performance.  recognize the function of lines and spaces of the staff (including the addition of ledger lines) as the means of visually representing pitch.  understand rhythmic relationships regarding time signature classification. Folk dance PE.4.M.1.10BAC Perform two or more dances accurately. 4.BPS.FORM.EXP.LP4 Dance configurations 4.BPS.FORM.EXP.LP6

♫ FIFTH GRADE – 3rd Nine Weeks (1st 2nd 4th)

Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing # 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. KNOW: DO: Resources Expressive characteristics MU.5.C.1.2IR Hypothesize and discuss, using correct music vocabulary, the 5.BPS.FORM.EXP.LP4 Form composer’s intent for a specific musical work. Timbre  discuss historical events that occurred during the composer’s time period. Performance techniques  develop a vocabulary to describe expressive elements and style which contribute Listening strategies to the piece.  patterns  describe how a composer’s title, expressive markings, and instrumentation help  memory connections the listener find meaning in the work, i.e., Symphony No. 9 – Beethoven, Rodeo Lyrics – Copland. Enduring UNDERSTANDing # 2: Assessing our own and others’ artistic work, using critical-thinking, problem-solving, and decision- making skills, is central to artistic growth. KNOW: DO: Resources Performance techniques MU.5.C.2.2IR Describe changes, using correct music vocabulary, in one’s own 5.BPS.FORM.EXP.LP2  diction and/or others’ performance over time.  identify what elements constitute a good performance.  employ a checklist or rubric to evaluate a performance.  discuss methods of purposeful practice to improve performances. Enduring UNDERSTANDing # 3: The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. KNOW: DO: Resources Style period (Genre): MU.5.C.3.1IR Develop criteria to evaluate an exemplary musical work from a 5.BPS.FORM.EXP.LP3  Baroque specific period or genre.  Classical  identify expressive and stylistic elements specific to a period or genre of music.  Romantic  develop a checklist or rubric to evaluate a selected piece.  20th Century  identify characteristics of exemplary musical works, e.g., withstood the test of  21st Century time, others have used as a pattern, innovation of a new technique, new uses of Exemplar instruments, mastery of style and techniques, the ability to evoke emotion. 96

Big Idea: SKILLS, TECHNIQUES, AND PROCESSES

Enduring UNDERSTANDing # 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. KNOW: DO: Resources Form MU.5.S.1.3BAC Arrange a familiar song by manipulating specified aspects of 5.BPS.FORM.EXP.LP3  question, answer music.  AB, ABA, AABA  analyze the structure of a familiar song.  verse and refrain  identify musical elements one can manipulate.  repeat sign  arrange a song by altering one or more musical elements.  D.C. al Fine  Introduction  Coda  ABACA (rondo) Expressive characteristics Lyrics Rhythm Timbre  voices  found sounds

Enduring UNDERSTANDing # 2: Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information. KNOW: DO: Resources Form MU.5.S.2.1BAC Use expressive elements and knowledge of musical structure to 5.BPS.FORM.EXP.LP1 Performance techniques aid in sequencing and memorization and to internalize details of rehearsals and 5.BPS.FORM.EXP.LP2  chunking performance. 5.BPS.FORM.EXP.LP3  repetition  analyze elements of a piece, including chord structure and form, to recognize  break down rhythms patterns and sequences that will aid in memorization. and notes, sequence  interpret music symbols and terms in repertoire that refer to dynamics, tempo, back together articulation, and expression when performing. Expressive characteristics  create a mental or visual image of the piece, e.g., listening map, checklist. Melody  discuss strategies for memorizing music.  phrases  perform a selected piece from memory.

Big Idea: ORGANIZATIONAL STRUCTURE

Enduring UNDERSTANDing # 1: Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process. KNOW: DO: Resources Rhythm MU.5.O.1.1IR Analyze, using correct music vocabulary, the use of musical 5.BPS.FORM.EXP.LP1 Melody elements in various styles of music as a foundation for understanding the 5.BPS.FORM.EXP.LP2 Form creative process. 5.BPS.FORM.EXP.LP3 Timbre  describe diverse styles of popular, folk, classical, and world music using 5.BPS.FORM.EXP.LP4

Style (Genre) appropriate vocabulary.  nationalistic  actively listen to and analyze a composition to identify meter, rhythmic and  Classical melodic elements, form, and tonality.  Baroque  describe the influence of musical elements on the creation of a new piece.  Romantic  rap  rock

Enduring UNDERSTANDing # 3: Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world. KNOW: DO: Resources Expressive characteristics MU.5.O.3.1BAC Examine and explain how expressive elements, when used in a 5.BPS.FORM.EXP.LP1 Performance techniques selected musical work, affect personal response. 5.BPS.FORM.EXP.LP2  articulation  identify musical characteristics of a selection that enhance lyrics and 5.BPS.FORM.EXP.LP4  phrasing communicate ideas, meanings, or emotion.  texture  explain how musical preferences reflect one’s personal experiences.  identify and respect differing values and tastes in music. Expressive characteristics MU.5.O.3.2EP Perform expressive elements in a vocal or instrumental piece as 5.BPS.FORM.EXP.LP1 Performance techniques indicated by the score and/or conductor. 5.BPS.FORM.EXP.LP2 Style  respond to the tempo, dynamics, and expressive cues of a conductor. 5.BPS.FORM.EXP.LP3 5.BPS.FORM.EXP.LP4  well known Romantic  interpret music symbols and terms in repertoire that refer to dynamics, tempo,

 20th Century articulation, and expression when performing.  21st Century  perform on classroom and ethnic instruments with expression and style  Baroque appropriate to the music.  Nationalistic  rap

Big Idea: HISTORICAL AND GLOBAL CONNECTIONS

Enduring UNDERSTANDing # 1: Through study in the arts, we learn about and honor others and the worlds in which they live(d). KNOW: DO: Resources Rhythm MU.5.H.1.3IR Compare stylistic and musical features in works originating from 5.BPS.FORM.EXP.LP2  duple meter 2/4, 4/4 different cultures.  triple meter ¾  classify selected works from various cultures by style. Cultural background  explain how use of specific musical elements is characteristic of music from  aural/oral traditions various world cultures, e.g., language, folk melodies, texture.  principal drumming  compare musical elements from different cultures using a graphic organizer. patterns Timbre  indigenous instruments Melody  major/minor tonality Improvisation Enduring UNDERSTANDing # 2: The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. KNOW: DO: Resources Periods MU.5.H.2.1IR Examine the contributions of musicians and composers for a 5.BPS.FORM.EXP.LP2 Historical context specific historical period. 5.BPS.FORM.EXP.LP3 Cultural background  identify important composers, songwriters, and performers who influenced 5.BPS.FORM.EXP.LP4 Timbre various historical periods, e.g., classical, early American, 20th and 21st Century.  instrument families  classify selected exemplary works from various historical periods by genre, style,  ensembles and composer, i.e. It Don’t Mean a Thing – Ellington.

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Big Idea: INNOVATION, TECHNOLOGY, AND THE FUTURE

Enduring UNDERSTANDing # 2: Careers in and related to the arts significantly and positively impact local and global economies. KNOW: DO: Resources Financial impact on: MU.5.F.2.2IR Explain why live performances are important to the career of the 5.BPS.FORM.EXP.LP4  community artist and the success of performance venues.  artist  discuss the financial impact of performances for the artist and venue.  local businesses  describe ways that live performance contributes to success of the artist, e.g.,  venue advertising, name recognition, sporting event appearances.

Additional Benchmarks

KNOW: DO: Reference Beat groupings and metric MAFS.K12.MP.7.1BAC Look for and make use of structure. Proficient students 5.BPS.FORM.EXP.LP1 stress look closely to discern a pattern or structure. They recognize the significance of 5.BPS.FORM.EXP.LP2 Patterns an existing line in a geometric figure and can use the strategy of drawing an 5.BPS.FORM.EXP.LP3  form, time signatures, auxiliary line for solving problems. They also can step back for an overview and 5.BPS.FORM.EXP.LP4 phrasing, sequencing, shift perspective. They can see complicated things, such as some algebraic key centers, harmonic expressions, as single objects or as being composed of several objects. structure, voicing, and  utilize pattern recognition to memorize music. instrumentation  reorganize performance practices according to given rhythmic hierarchies.  recognize patterns through music theory and utilize the information in rehearsal, individual practice, and performance.  recognize the function of lines and spaces of the staff (including the addition of ledger lines) as the means of visually representing pitch.  understand rhythmic relationships regarding time signature classification.

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♫ SIXTH GRADE – 3rd Nine Weeks (1st 2nd 4th)

Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing # 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. KNOW: DO: Resources Expression markings MU.68.C.1.2NTK Compare, using correct music vocabulary, the aesthetic impact 6.BPS.FORM.EXP.LP1 Opinion of a performance to one’s own hypothesis of the composer’s intent. 6.BPS.FORM.EXP.LP6 Predict  list musical words to describe expressive elements in a piece of music. Interpret  predict the composer’s intent based on historical context, title of piece, rhythmic Historical context patterns, and expression markings. Cultural background  compare and contrast musical elements heard on a recording with markings on the score. Enduring UNDERSTANDing # 2: Assessing our own and others’ artistic work, using critical-thinking, problem-solving, and decision- making skills, is central to artistic growth. KNOW: DO: Resources Performance techniques MU.68.C.2.1NTK Critique personal performance, experiment with a variety of 6.BPS.FORM.EXP.LP1  blend solutions, and make appropriate adjustments with guidance from teachers and 6.BPS.FORM.EXP.LP3  balance peers. 6.BPS.FORM.EXP.LP4 6.BPS.FORM.EXP.LP5  accurate intonation  identify characteristics that create a quality performance. 6.BPS.FORM.EXP.LP6  evaluate a personal performance based on teacher- or student-created criteria.  phrasing Rhythm  use purposeful practice based on evaluation to improve one’s performance. Expression markings MU.68.C.2.2IR Critique, using correct music vocabulary, changes in one’s own 6.BPS.FORM.EXP.LP2 Performance technique or others’ musical performance resulting from practice or rehearsal. 6.BPS.FORM.EXP.LP4  sonority  evaluate one’s performance and the performances of others using previously 6.BPS.FORM.EXP.LP5  ensemble playing developed criteria. 6.BPS.FORM.EXP.LP6

Rehearsal techniques  apply feedback to improve further development of one’s own performance.  repeat  analyze and discuss specific improvements made through rehearsal and practice.  break down rhythms and notes, sequence back together Constructive critique

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Big Idea: SKILLS, TECHNIQUES, AND PROCESSES

Enduring UNDERSTANDing # 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. KNOW: DO: Resources Form MU.68.S.1.3BAC Arrange a short musical piece by manipulating melody, form, 6.BPS.FORM.EXP.LP4  repeat sign rhythm, and/or voicing. 6.BPS.FORM.EXP.LP5  D.C. al fine  analyze the structure, e.g., form, chord progression, of a familiar song.  Introduction  identify musical elements one can manipulate.  Coda  manipulate melody by changing mode and/or direction.  rondo  manipulate form by adding variations or rearranging sections.  theme and variation  change meter and/or note value. Melody  add harmony to a given melody.  major/minor tonality  solfeggio (do-ti)  ascending/descending  steps, skips, repeated notes Harmony  melody alone  melody with harmony  ostinato Rhythm  duple meter 2/4, 4/4  triple meter ¾  time signature  dotted half note  sixteenth notes Timbre

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Big Idea: ORGANIZATIONAL STRUCTURE

Enduring UNDERSTANDing # 1: Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process. KNOW: DO: Resources Rhythm MU.68.O.1.1IR Compare performances of a musical work to identify artistic 6.BPS.FORM.EXP.LP2 Melody choices made by performers. 6.BPS.FORM.EXP.LP3 Harmony  use age-appropriate vocabulary to identify elements artists use to express a 6.BPS.FORM.EXP.LP4 Form piece of music. 6.BPS.FORM.EXP.LP5 Timbre 6.BPS.FORM.EXP.LP6  compare and contrast interpretations of similar works, e.g., type of  instrument families performer/ensemble, articulation.  ensembles: chorus,  justify a particular preference for a piece of music. band, orchestra  make artistic choices for a selected piece and perform for selected audience. Performer  compare one’s own performance to another performance. Articulation Enduring UNDERSTANDing # 3: Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world. KNOW: DO: Resources Expression markings MU.68.O.3.1ER Describe how the combination of instrumentation and 6.BPS.FORM.EXP.LP1  phrasing expressive elements in a musical work can convey a specific thought, idea, 6.BPS.FORM.EXP.LP6  articulation mood, and/or image. Harmony  identify musical characteristics of a selection that enhance lyrics and Timbre communicate ideas, meanings, and/or emotion, e.g. tempo, expression, Orchestration harmonic structure. Scales  explain how various instruments convey a specific thought, mood, or emotion through timbre and tone quality.  describe how composers use expression and instruments to create a picture or convey specific ideas, e.g., Saint-Saëns – “Carnival of the Animals”.

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Additional Benchmarks

KNOW: DO: Reference Beat groupings and metric MAFS.K12.MP.7.1BAC Look for and make use of structure. Proficient students 6.BPS.FORM.EXP.LP1 stress look closely to discern a pattern or structure. They recognize the significance of 6.BPS.FORM.EXP.LP2 Patterns an existing line in a geometric figure and can use the strategy of drawing an 6.BPS.FORM.EXP.LP3  form, time signatures, auxiliary line for solving problems. They also can step back for an overview and 6.BPS.FORM.EXP.LP4 6.BPS.FORM.EXP.LP5 phrasing, sequencing, shift perspective. They can see complicated things, such as some algebraic 6.BPS.FORM.EXP.LP6 expressions, as single objects or as being composed of several objects. key centers, harmonic structure, voicing, and  utilize pattern recognition to memorize music. instrumentation  reorganize performance practices according to given rhythmic hierarchies.  recognize patterns through music theory and utilize the information in rehearsal, individual practice, and performance.  recognize the function of lines and spaces of the staff (including the addition of ledger lines) as the means of visually representing pitch.  understand rhythmic relationships regarding time signature classification.

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♫ KINDERGARTEN – 4th Nine Weeks (1st 2nd 3rd)

Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing # 3: The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. KNOW: DO: Resources Expressive characteristics MU.K.C.3.1BAC Share opinions about selected pieces of music. 0.BPS.CREATE.LP1  mood  describe feelings communicated through music. 0.BPS.CREATE.LP2  feelings  use simple criteria for evaluating performances. 0.BPS.CREATE.LP7 0.BPS.CREATE.LP8 Share personal impressions  evaluate one’s own and others’ performances and describe what was successful.

 like/dislike  happy/sad

Big Idea: SKILLS, TECHNIQUES, AND PROCESSES

Enduring UNDERSTANDing # 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. KNOW: DO: Resources Melody MU.K.S.1.1BAC C Improvise a response to a musical question sung or played by 0.BPS.CREATE.LP1  high/low someone else. 0.BPS.CREATE.LP2 Rhythm  echo simple rhythmic patterns through speech, body percussion, singing, and/or 0.BPS.CREATE.LP3 Form playing. 0.BPS.CREATE.LP4 0.BPS.CREATE.LP6  question/answer  improvise a short rhythmic pattern in answer to a musical prompt. 0.BPS.CREATE.LP7 Lyrics  improvise a short melodic pattern in answer to a musical prompt. 0.BPS.CREATE.LP8

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Big Idea: INNOVATION, TECHNOLOGY, AND THE FUTURE

Enduring UNDERSTANDing # 1: Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking. KNOW: DO: Resources Timbre MU.K.F.1.1BAC Respond to and explore music through creative play and found 0.BPS.CREATE.LP3  found sounds sounds in the music classroom. 0.BPS.CREATE.LP4 Movement  act out stories and add sound effects or sound carpets. 0.BPS.CREATE.LP5  manipulatives  explore vocal sounds, e.g., sirens, humming. 0.BPS.CREATE.LP7 0.BPS.CREATE.LP8  props  respond to music using manipulatives, such as scarves or props.  creative play

Additional Benchmarks

KNOW: DO: Reference Movement LAFS.K.RL.4.10BAC Actively engage in group reading activities with purpose 0.BPS.CREATE.LP2  games and understanding.  play parties  actively participate in group reading activities through stories, poems and  finger plays charted song lyrics. Keywords  explore the similarities between music and language through simple songs Rhyming finger plays and rhymes. Movement LAFS.K.RL.1.2BAC Retell stories, including key details, and demonstrate 0.BPS.CREATE.LP2  games understanding of their central message or lesson.  play parties  listen to a variety of stories, songs, nursery rhymes, and poems.  finger plays  identify key details or words that demonstrate understanding. Keywords  Re-tell in one’s own words or using kinesthetic awareness the main idea of a Rhyming selected work. Expressive characteristics TH.K.S.1.3BAC Describe personal preferences related to a performance. 0.BPS.CREATE.LP5 Share personal impressions  describe feelings communicated through music. 0.BPS.CREATE.LP7  like/dislike  share thoughts and personal impressions of a piece of music. 0.BPS.CREATE.LP8  happy/sad  use simple criteria to evaluate performances. 107

Vibration SC.K.P.10.1BAC Observe that things that make sound vibrate. 0.BPS.CREATE.LP3 Vocal sounds  explore vibration through vocal sounds, e.g., humming, whispering, speaking, 0.BPS.CREATE.LP4 Instrumental sounds singing. 0.BPS.CREATE.LP5  explore vibration through instruments, e.g., striking, strumming, shaking

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♫ FIRST GRADE – 4th Nine Weeks (1st 2nd 3rd)

Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing # 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. KNOW: DO: Resources Expressive characteristics MU.1.C.1.2BAC Respond to music from various sound sources to show awareness 1.BPS.CREATE.LP1 Movement of differences in musical ideas. 1.BPS.CREATE.LP4  body levels  respond to selected expressive characteristics of music through purposeful 1.BPS.CREATE.LP5

 Largo, Moderato, movement. Presto  describe feelings and images communicated through music from various sound  f, p sources.  lyrical/percussive  steady beat

Big Idea: SKILLS, TECHNIQUES, AND PROCESSES

Enduring UNDERSTANDing # 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. KNOW: DO: Resources Rhythm MU.1.S.1.2BAC C Create short melodic and rhythmic patterns based on teacher- 1.BPS.CREATE.LP1 Melody established guidelines. 1.BPS.CREATE.LP2 Form  echo short melodic and rhythmic patterns within a specified number of beats. 1.BPS.CREATE.LP3  ABA, AABA,  respond to a four-beat musical question with a four-beat answer using la, sol, and 1.BPS.CREATE.LP4 1.BPS.CREATE.LP5 ABCA, ABAC mi, with quarter notes, quarter rests, and beamed eighth notes.

Echo  create a short musical pattern within teacher-specified guidelines.

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Big Idea: HISTORICAL AND GLOBAL CONNECTIONS

Enduring UNDERSTANDing # 1: Through study in the arts, we learn about and honor others and the worlds in which they live(d). KNOW: DO: Resources Expressive characteristics MU.1.H.1.2NTK R Explain the work of a composer. pp. 85, 86 (Surprise Timbre  actively listen to selected works of a composer. Symphony), 108-109, Composer  identify and discuss instruments a composer uses in a selected work. 231, 233 (Carnival of the Animals – Fossils) NAXOS

Enduring UNDERSTANDing # 3: Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields. KNOW: DO: Resources Expressive characteristics MU.1.H.3.1NTK R Explore the use of instruments and vocal sounds to replace or 1.BPS.CREATE.LP1 Timbre enhance specified words or phrases in children’s songs, choral readings of 1.BPS.CREATE.LP2  pitched instruments poems and stories, and/or chants. 1.BPS.CREATE.LP3  unpitched instruments  actively listen to a poem, song, story, or chant. 1.BPS.CREATE.LP5

 found sounds  explore various traditional and nontraditional sounds to accompany or replace Repetition selected words, phrases, or characters. Mood  perform a piece with a student-created sound carpet. Poetry Setting Vowel sounds Rhyming words

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Big Idea: INNOVATION, TECHNOLOGY, AND THE FUTURE

Enduring UNDERSTANDing # 1: Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking. KNOW: DO: Resources Timbre MU.1.F.1.1BAC Create sounds or movement freely with props, instruments, 1.BPS.CREATE.LP2  pitched instruments and/or found sounds in response to various music styles and/or elements. 1.BPS.CREATE.LP4  unpitched instruments  actively listen to a piece of music. 1.BPS.CREATE.LP5

 found sounds  identify sounds or movements that help express the mood or enhance the lyrics Props of the piece, e.g. short/long, melodic direction.  select appropriate instruments or props to interpret the music.  perform a piece with student-created sound carpet. Enduring UNDERSTANDing # 2: Careers in and related to the arts significantly and positively impact local and global economies. KNOW: DO: Resources Sing MU.1.F.2.1BAC Describe how he/she likes to participate in music. 1.BPS.CREATE.LP3 Play instruments  describe musical experiences using age-appropriate vocabulary. 1.BPS.CREATE.LP4 Dance  use verbal and non-verbal means of communication to express feelings, e.g., Share feelings drawing a picture, dramatizing.

Additional Benchmarks

KNOW: DO: Reference Non-traditional notation MAFS.1.OA.1.1BAC Use addition and subtraction within 20 to solve word 1.BPS.CREATE.LP3 Cumulative songs problems involving situations of adding to, taking from, putting together, taking 1.BPS.CREATE.LP4 apart, and comparing, with unknowns in all positions, e.g., by using objects, 1.BPS.CREATE.LP6 drawings, and equations with a symbol for the unknown number to represent the problem.  sing cumulative songs using manipulatives to show addition and subtraction.  use problem solving skills to match aural rhythms with written notation.

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♫ SECOND GRADE – 4th Nine Weeks (1st 2nd 3rd)

Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing # 2: Assessing our own and others’ artistic work, using critical-thinking, problem-solving, and decision- making skills, is central to artistic growth. KNOW: KNOW: KNOW: Performance techniques MU.2.C.2.1BAC Identify strengths and needs in classroom performances of 2.BPS.CREATE.LP4 familiar songs. 2.BPS.CREATE.LP6  select one or two specific characteristics to evaluate within a composition or performance.  actively listen to a performance and describe what was successful and what should be changed, and adjust performance accordingly.

Big Idea: SKILLS, TECHNIQUES, AND PROCESSES

Enduring UNDERSTANDing # 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. KNOW: DO: Resources Body percussion MU.2.S.1.2BAC Create simple ostinato to accompany songs or poems. 2.BPS.CREATE.LP2 Classroom instruments  explore various ostinato patterns using speech, body percussion, and/or 2.BPS.CREATE.LP3 Ostinato instruments. 2.BPS.CREATE.LP4 Accompaniment  improvise rhythmic and melodic pentatonic patterns to accompany songs, 2.BPS.CREATE.LP6

poems, or stories.  create simple accompaniments using classroom instruments for songs, poems, and stories.

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Big Idea: INNOVATION, TECHNOLOGY, AND THE FUTURE

Enduring UNDERSTANDing # 1: Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking. KNOW: DO: Resources Timbre MU.2.F.1.1BAC Create a musical performance that brings a story or poem to life. 2.BPS.CREATE.LP1  found sounds  listen to or read a story or poem. 2.BPS.CREATE.LP4 Movement  identify sounds or movement that can help illustrate the story or poem. 2.BPS.CREATE.LP5 Literature 2.BPS.CREATE.LP6  select appropriate instruments or props to interpret the story or poem.  perform a piece with student-created sound carpet. Enduring UNDERSTANDing # 2: Careers in and related to the arts significantly and positively impact local and global economies. KNOW: DO: Resources Improvise MU.2.F.2.1NTK Describe how people participate in music. 2.BPS.CREATE.LP2  discuss the role of music in daily life, e.g., dancing, listening, singing, playing 2.BPS.CREATE.LP3 instruments, improvising, parades, video games, movies, TV, commercials, live concerts. Enduring UNDERSTANDing # 3: The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts. . KNOW: DO: Resources Rhythm MU.2.F.3.1BAC Collaborate with others in a music presentation and discuss what 2.BPS.CREATE.LP3 Playing together was successful and what could be improved. 2.BPS.CREATE.LP4 Sharing ideas/opinions  rehearse selected literature for classroom or public performance. 2.BPS.CREATE.LP6 Evaluate  discuss the musical elements that make a performance successful.  perform selected literature for others.  evaluate one’s own performance, describe what was successful and what should be changed, and adjust performance accordingly.

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Additional Benchmarks

KNOW: DO: Reference Movement LAFS.2.RI.1.1BAC Ask and answer such questions as who, what, where, when, 2.BPS.CREATE.LP5 Timbre why, and how to demonstrate understanding of key details in a text.  found sounds  listen to or read a story, poem or lyrics to a song. Literature  discuss who, what, where, when, why, and how to demonstrate understanding  story of the selected story or poem.  poem  select instruments or props to interpret the story or poem. Movement TH.2.C.1.1BAC Describe a character in a story and tell why the character is 2.BPS.CREATE.LP5 Timbre important to the story.  found sounds  listen to or read a story, poem or programmatic piece of music. Literature  identify characters in a selected work.  character  discuss the characters impact on the work.  describe why the character is important to the outcome of the story.

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♫ THIRD GRADE – 4th Nine Weeks (1st 2nd 3rd )

Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing # 2: Assessing our own and others’ artistic work, using critical-thinking, problem-solving, and decision- making skills, is central to artistic growth. KNOW: DO: Resources Performance techniques MU.3.C.2.1BAC Evaluate performances of familiar music using teacher- 3.BPS.CREATE.LP1  start together established criteria. 3.BPS.CREATE.LP3  accurate intonation  discuss qualities that comprise a quality performance. Expressive qualities  assess a performance using teacher-established criteria.

Big Idea: SKILLS, TECHNIQUES, AND PROCESSES

Enduring UNDERSTANDing # 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. KNOW: DO: Resources Expressive characteristics MU.3.S.1.2BAC Create an alternate ending to a familiar song. 3.BPS.CREATE.LP3 Form  explore ways to alter endings. 3.BPS.CREATE.LP6 Lyrics  describe how altering an ending can change the mood or emotion of a piece. Alter  perform a familiar piece with a student-created alternate ending.  compare and contrast the original and altered endings.

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Big Idea: ORGANIZATIONAL STRUCTURE

Enduring UNDERSTANDing # 2: The structural rules and conventions of an art form serve as both a foundation and departure point for creativity. KNOW: DO: Resources Form MU.3.O.2.1BAC Rearrange melodic or rhythmic patterns to generate new 3.BPS.CREATE.LP1 Traditional notation phrases. 3.BPS.CREATE.LP4 Rearrange  sing or play simple rhythmic and/or melodic patterns. Repetition  notate patterns using traditional notation.  create new phrases by rearranging melodic and/or rhythmic patterns.

Big Idea: HISTORICAL AND GLOBAL CONNECTIONS

Enduring UNDERSTANDing # 1: Through study in the arts, we learn about and honor others and the worlds in which they live(d). KNOW: DO: Resources Historical context MU.3.H.1.2 NTK Identify significant information about specified composers and 3.BPS.CREATE.LP3 Composer one or more of their musical works. 3.BPS.CREATE.LP4  identify significant composers from various genres of music, i.e. Prokofiev, Saint 3.BPS.CREATE.LP5

Saëns, Bach.  discuss historical information that influenced the composer.  identify one or more major works of a selected composer, i.e. Peter and the Wolf, Danse Macabre, Musette.

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Big Idea: INNOVATION, TECHNOLOGY, AND THE FUTURE

Enduring UNDERSTANDing # 1: Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking. KNOW: DO: Resources Timbre MU.3.F.1.1BAC Enhance the meaning of a story or poem by creating a musical 3.BPS.CREATE.LP1  found sounds interpretation using voices, instruments, movement, and/or found sounds. 3.BPS.CREATE.LP2 Movement  listen to or read a story or poem. 3.BPS.CREATE.LP3  body levels  identify sounds that can help illustrate the story. 3.BPS.CREATE.LP5

 lyrical/percussive  create sounds, melodic or rhythmic patterns, movements, and found sounds to Literature integrate into the story.  perform a piece with student created sound carpets. Enduring UNDERSTANDing # 2: Careers in and related to the arts significantly and positively impact local and global economies. KNOW: DO: Resources Teacher MU.3.F.2.1NTK Identify musicians in the school, community, and media. 3.BPS.CREATE.LP1 Conductor  identify the roles and importance of musicians in various settings and cultures. 3.BPS.CREATE.LP4 Composer  describe various uses of music in daily experiences, e.g., cartoons, TV shows. Church musician Sound engineer Celebrations MU.3.F.2.2NTK Describe opportunities for personal music-making. 3.BPS.CREATE.LP4 Singing at church  identify events and celebrations that traditionally involve “live” music. The Star-Spangled Banner at  discuss everyday opportunities for music-making. sporting events  devise ways to create more opportunities for individual and group music- Playground games making, e.g., play party at recess, singing with family on a road trip, adding Software programs music to a homeroom presentation.

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Enduring UNDERSTANDing # 3: The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts. KNOW: DO: Resources Share MU.3.F.3.1BAC Collaborate with others to create a musical presentation and 3.BPS.CREATE.LP2 Opinion acknowledge individual contributions as an integral part of the whole. 3.BPS.CREATE.LP3 Idea  demonstrate interpersonal skills to facilitate a musical presentation. 3.BPS.CREATE.LP5 Rehearse  value others’ thoughts, opinions, and ideas. 3.BPS.CREATE.LP6

Cooperative learning  share tasks and responsibilities.  create, rehearse, and perform a musical selection.

Additional Benchmarks

KNOW: DO: Resources Found sounds LAFS.3.RI.1.1BAC Ask and answer questions to demonstrate understanding of a 3.BPS.CREATE.LP1 Sound effects text, referring explicitly to the text as the basis for the answers. 3.BPS.CREATE.LP3 Movement  listen to or read a story, poem or lyrics of a song. 3.BPS.CREATE.LP4 Literature  answer questions about the story or poem that can be answered by retelling or comprehension of the story.  discuss sounds that can help illustrate the story.  describe musical characteristics of the story or poem that enhance lyrics and/or communicate an idea or emotion. Indigenous instruments VA.3.H.1.3BAC Identify and be respectful of ideas important to individuals, 3.BPS.CREATE.LP4 Cultural background groups, or cultures that are reflected in their artworks. Cultural traditions  explore instruments and singing styles from a variety of cultures.  identify songs or a piece of music that are distinctly representative of a culture.  perform a song or piece of music from that culture.  discuss how a culture’s ideas are reflected in their music, art, and dance.  identify commonalities in music, art, and dance from different cultures.

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♫ FOURTH GRADE – 4th Nine Weeks (1st 2nd 3rd)

Enduring UNDERSTANDing # 2: Assessing our own and others’ artistic work, using critical-thinking, problem-solving, and decision- making skills, is central to artistic growth. KNOW: DO: Resources Rubric MU.4.C.2.2BAC Critique specific techniques in one’s own and others’ 4.BPS.CREATE.LP1 Performance techniques performances using teacher-established criteria. 4.BPS.CREATE.LP3  create a rubric for evaluation based on teacher-established criteria. 4.BPS.CREATE.LP4  evaluate one’s own or others’ performances using teacher-established criteria. 4.BPS.CREATE.LP5 4.BPS.CREATE.LP6  describe what was successful and what should be changed, and adjust performance accordingly.

Big Idea: SKILLS, TECHNIQUES, AND PROCESSES

Enduring UNDERSTANDing # 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. KNOW: DO: Resources Melody MU.4.S.1.2BAC Create melodic patterns using a variety of sound sources. 4.BPS.CREATE.LP1  do, re, mi, sol, la  echo simple melodic patterns. 4.BPS.CREATE.LP2  ascending/descending  explore melodic patterns, such as sequence and repetition, with voice or 4.BPS.CREATE.LP3 Timbre instruments using proper technique. 4.BPS.CREATE.LP4

 pitched instruments  create short vocal and instrumental works containing contrasting musical ideas  unpitched instruments using traditional and nontraditional sound sources, e.g., boomwhackers.  found sounds  electronic sources

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Big Idea: ORGANIZATIONAL STRUCTURE

Enduring UNDERSTANDing # 2: The structural rules and conventions of an art form serve as both a foundation and departure point for creativity. KNOW: DO: Resources Melody MU.4.O.2.1BAC Create variations for selected melodies. 4.BPS.CREATE.LP1  major/minor tonalities  actively listen to an example of theme and variations. 4.BPS.CREATE.LP2 Rhythm  discuss elements of the theme that changed. 4.BPS.CREATE.LP4

Harmony  learn selected melody by rote.  unison (melody  explore given melody and experiment with variable elements, including altered alone) rhythm and/or melody.  melody with  perform a variation. accompaniment  ostinato  two-part singing  simple countermelody

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Big Idea: INNOVATION, TECHNOLOGY, AND THE FUTURE

Enduring UNDERSTANDing # 1: Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking. KNOW: DO: Resources Expressive characteristics MU.4.F.1.1BAC Create new interpretations of melodic or rhythmic pieces by 4.BPS.CREATE.LP1 Timbre varying or adding dynamics, timbre, tempo, lyrics, and/or movement. 4.BPS.CREATE.LP2 Movement  echo short melodic and/or rhythmic patterns and phrases. 4.BPS.CREATE.LP4 Lyrics  add or alter lyrics of a selected piece. 4.BPS.CREATE.LP5 4.BPS.CREATE.LP6  perform a piece with varying expression, e.g., dynamics, timbre, tempo, 4.BPS.CREATE.LP7 movement.  create a new arrangement of a piece by selecting one or more elements to alter, e.g. mallet use, digital sounds. Enduring UNDERSTANDing # 2: Careers in and related to the arts significantly and positively impact local and global economies. KNOW: DO: Resources Composer MU.4.F.2.1NTK Describe roles and careers of selected musicians. 4.BPS.CREATE.LP4 Sound engineer  discuss career paths relevant to musicians, e.g., sound engineer, composer, 4.BPS.CREATE.LP5 Theatre musician entertainment lawyer, theatre musician, teacher, conductor, performer. 4.BPS.CREATE.LP6

Church musician  describe the impact selected musicians have on their community and/or around Studio musician the world, e.g., benefit concerts, foundations, scholarship. Enduring UNDERSTANDing # 3: The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts. KNOW: DO: Resources iTunes, Amazon MU.4.F.3.2 NTK Discuss the safe, legal way to download songs and other media. 4.BPS.CREATE.LP4 File sharing  discuss importance of attaining music legally. 4.BPS.CREATE.LP5 Musician’s website  discuss ways to purchase songs or media safely and legally. Copying and sharing music Sharing personal and financial information

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Additional Benchmarks

KNOW: DO: Reference Character LAFS.4.RL.1.3BAC Describe in depth a character, setting, or event in a story or 4.BPS.CREATE.LP5 Setting drama, drawing on specific details in the text (e.g., a character’s thoughts, 4.BPS.CREATE.LP6 Plot words, or actions). 4.BPS.CREATE.LP7 Expressive characteristics  actively listen to a selected work and identify characters, setting, and main idea e.g, programmatic work.  discuss characters, setting or events in a poem, story, or song.  identify how expressive elements and lyrics affect the overall meaning of the work. Movement DA.4.H.3.3BAC Describe how dance and music can each be used to interpret and 4.BPS.CREATE.LP4 Form support the other. 4.BPS.CREATE.LP5 Repetition  explore and perform folk dances found in a variety of cultures. 4.BPS.CREATE.LP6 Historical connections  identify skills used in music that apply to dance. 4.BPS.CREATE.LP7

Cultural connections  describe how music and dance are inter-related, e.g., dance represents musical line, phrasing, theme.

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♫ FIFTH GRADE – 4th Nine Weeks (1st 2nd 3rd)

Big Idea: SKILLS, TECHNIQUES, AND PROCESSES

Enduring UNDERSTANDing # 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. KNOW: DO: Resources Rhythm MU.5.S.1.1BAC Improvise rhythmic and melodic phrases to create simple 5.BPS.CREATE.LP1 Melody variations on familiar melodies. 5.BPS.CREATE.LP2 Expressive characteristics  echo extended melodic and rhythmic patterns and phrases.  sing or play age-appropriate pieces with proper technique, e.g., posture, matching pitch, breath support.  discuss musical elements that can be manipulated.  improvise short rhythmic and melodic phrases.  create simple variations on familiar melodies. Melody MU.5.S.1.2 BAC Compose short vocal or instrumental pieces using a variety of 5.BPS.CREATE.LP2 Harmony sound sources. 5.BPS.CREATE.LP4 Timbre  identify proper compositional techniques, e.g., lyricstrip, stepwise motion, home tone.  explore musical and rhythmic phrases on traditional and nontraditional instruments.  create short vocal or instrumental pieces using various sound sources.

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Big Idea: ORGANIZATIONAL STRUCTURE

Enduring UNDERSTANDing # 2: The structural rules and conventions of an art form serve as both a foundation and departure point for creativity. KNOW: DO: Resources Motif MU.5.O.2.1BAC Create a new melody from two or more melodic motifs. 5.BPS.CREATE.LP1 Melody  define motif. 5.BPS.CREATE.LP2  analyze the melodic direction of a motif. 5.BPS.CREATE.LP4

 incorporate rhythm and melody from one or more motifs into a new melody.

Big Idea: HISTORICAL AND GLOBAL CONNECTIONS

Enduring UNDERSTANDing # 1: Through study in the arts, we learn about and honor others and the worlds in which they live(d). KNOW: DO: Resources Harmony MU.5.H.1.2NTK Compare and describe the compositional characteristics used by 5.BPS.CREATE.LP3 Form two or more composers whose works are studied in class. 5.BPS.CREATE.LP4 Timbre  identify compositional characteristics. 5.BPS.CREATE.LP5

Historical context  compare and contrast two or more familiar composers of a similar style using a Cultural background graphic organizer. Graphic organizers  thinking maps

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Enduring UNDERSTANDing # 2: The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. KNOW: DO: Resources Film scores MU.5.H.2.2NTK Describe how technology has changed the way audiences 5.BPS.CREATE.LP3 Instructional media experience music. 5.BPS.CREATE.LP5 Commercials  analyze multiple uses of music in the media. Radio  explore various media in which to experience music. Internet  compare and contrast how access to media has changed the way listeners Live concerts experience music. Streaming CDs mp3s Enduring UNDERSTANDing # 3: Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields. KNOW: DO: Resources Actively listen  MU.5.H.3.1BAC Examine critical-thinking processes in music and describe how 5.BPS.CREATE.LP2 Compare/contrast they can be transferred to other disciplines. 5.BPS.CREATE.LP3 Predict  identify critical thinking processes in music. 5.BPS.CREATE.LP4 5.BPS.CREATE.LP5 Infer  identify skills used in music that apply to other academic areas. Evaluate 5.BPS.CREATE.LP6 Revise Read Compose Embellish

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Big Idea: INNOVATION, TECHNOLOGY, AND THE FUTURE

Enduring UNDERSTANDing # 1: Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking. KNOW: DO: Resources Expressive characteristics MU.5.F.1.1BAC Create a performance, using visual, kinesthetic, digital, and/or 5.BPS.CREATE.LP1 Movement acoustic means to manipulate musical elements. 5.BPS.CREATE.LP2 Software:  explore musical elements through reading, moving, singing, playing, and active 5.BPS.CREATE.LP3  GarageBand, listening. 5.BPS.CREATE.LP4 5.BPS.CREATE.LP5 MuseScore, Audacity  discuss how musical elements impact a piece of music. 5.BPS.CREATE.LP6  create a performance of a piece previously learned by altering one or more musical elements. Enduring UNDERSTANDing # 3: The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts. KNOW: DO: Resources Copyright Laws MU.5.F.3.2BAC Practice safe, legal, and responsible acquisition and use of music 5.BPS.CREATE.LP1 Legal ways to purchase media, and describe why it is important to do so. 5.BPS.CREATE.LP6 File sharing  discuss importance of attaining music legally.  discuss ways to purchase songs or media safely and legally, e.g., iTunes, Amazon, musician’s website, sharing personal and financial information.  relate intellectual property to physical property, e.g., illegally downloading music is the same as stealing a bicycle.

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Additional Benchmarks

KNOW: DO: Reference Rhythm LAFS.5.L.2.3BAC Use knowledge of language and its conventions when 5.BPS.MEL.HAR.LP1 Melody writing, speaking, reading, or listening. Form  describe diverse styles of popular, folk, classical and world music using Style appropriate vocabulary. Traditional notation  actively listen to and analyze a composition to identify meter, rhythmic and melodic elements, form, and tonality.  use traditional notation to compose a short vocal or instrumental piece. Compare LAFS.5.SL.1.1BAC Engage effectively in a range of collaborative discussions 5.BPS.CREATE.LP3 Contrast (one-on-one,in groups and teacher-led) with diverse partners on grade 5 5.BPS.CREATE.LP6 topics and texts, building on others’ ideas and expressing their own clearly.  discuss musical characteristics of a selection that enhance lyrics and communicate ideas and emotions in teacher led whole group, one-on-one and small groups.  compare and contrast a performance with one’s own interpretation of the music.  analyze and discuss specific improvements made through rehearsal and practice.  express one’s owns ideas on a music selection clearly.

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♫ SIXTH GRADE – 4th Nine Weeks (1st 2nd 3rd)

Big Idea: HISTORICAL AND GLOBAL CONNECTIONS

Enduring UNDERSTANDing # 2: The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. KNOW: DO: Resources Electronic music MU.68.H.2.2BAC Analyze how technology has changed the way music is 6.BPS.CREATE.LP1 Radio created, performed, acquired, and experienced. 6.BPS.CREATE.LP4 Record  describe how the use of wind and percussion instruments have changed due to 6.BPS.CREATE.LP5 CD advancements in technology, acoustic to electric drums, violins, guitars, etc. mp3  discuss the ways different media have changed how people acquire music manuscript legally. Garageband  describe how the compositional process has changed throughout history, e.g., Sibelius pen-and-paper to Garageband or Sibelius. Enduring UNDERSTANDing # 3: Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields. KNOW: DO: Resources Movie soundtracks MU.68.H.3.2BAC Discuss how the absence of music would affect other content 6.BPS.CREATE.LP1 Commercials areas and contexts. 6.BPS.CREATE.LP2 Sporting events  describe how music is present in our world. 6.BPS.CREATE.LP3 Social gatherings  identify situations, events, or special occasions where music is utilized. 6.BPS.CREATE.LP4 Video games 6.BPS.CREATE.LP5  describe the impact of music on a specific event in one’s life. 6.BPS.CREATE.LP6 Celebrations  describe how the impact of these events would have changed without music. 6.BPS.CREATE.LP7 6.BPS.CREATE.LP8

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Big Idea: INNOVATION, TECHNOLOGY, AND THE FUTURE

Enduring UNDERSTANDing # 2: Careers in and related to the arts significantly and positively impact local and global economies. KNOW: DO: Resources Local economy MU.68.F.2.2NTK Describe how concert attendance can financially impact a 6.BPS.CREATE.LP8 Financial impact community.  participate in concert experiences as a listener and a performer.  discuss the economic impact of concerts on the local economy, e.g., increased revenue at hotels, restaurants, and travel agencies, income for parking attendants, ticket sales, souvenirs, venue maintenance, etc. Enduring UNDERSTANDing # 3: The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts. KNOW: DO: Resources Copyright MU.68.F.3.2IR Investigate and discuss laws that protect intellectual property, 6.BPS.CREATE.LP3 Music license and practice safe, legal, and responsible acquisition and use of musical media. 6.BPS.CREATE.LP7 Infringement  explain copyright laws and what they protect. Revenue  discuss the implications of copyright infringement, such as loss of revenue, Pirating lack of financial and/or motivation for musicians to compose, etc. File sharing  recognize and discuss the legal and illegal methods of acquiring music on the Sharing personal and internet, e.g., public domain, fair use. financial information

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Additional Benchmarks

KNOW: DO: Reference Expressive characteristics LAFS.6.SL.1.1BAC Engage effectively in a range of collaborative discussions 6.BPS.CREATE.LP1 Compare and contrast (one-on-one,in groups and teacher-led) with diverse partners on grade 6 topics, 6.BPS.CREATE.LP2 Interpretation texts, and issues, building on others’ ideas and expressing their own clearly. 6.BPS.CREATE.LP5  discuss musical characteristics of a selection that enhance lyrics and communicate ideas and emotions in teacher led whole group, one-on-one and small groups.  compare and contrast a performance with one’s own interpretation of the music.  analyze and discuss specific improvements made through rehearsal and practice.  express one’s owns ideas on a music selection clearly. Composer’s intent LAFS.6.SL.1.3BAC Delineate a speaker’s argument and specific claims, 6.BPS.CREATE.LP6 distinguishing claims that are supported by reasons and evidence from claims that are not.  analyze text.  understand composer’s intent. Time periods LAFS.68.WHST.3.7BAC Conduct short research projects to answer a question 6.BPS.CREATE.LP6 Style (including a self-generated question), drawing on several sources and generating Historical context additional related, focused questions that allow for multiple avenues of Cultural background exploration.  identify characteristics of a specific style or time period.  actively listen to exemplars of representative composers.  match definitive composers' work to their historical time periods.  create questions about composers and time periods of their choice.  write, draw, present or create a short research project based on questions generated by students.

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♫ KINDERGARTEN ACCESS POINTS (1st 2nd 3rd 4th 5th 6th) Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. Independent Supported Participatory MU.K.C.1.In.a Demonstrate awareness of a MU.K.C.1.Su.a Respond to music from various MU.K.C.1.Pa.a Attend to steady beat or pulse. sources. sounds from various sources.

MU.K.C.1.In.b Recognize selected sounds from MU.K.C.1.Su.b Respond to a variety of sounds various sound sources. from various sound sources.

MU.K.C.1.In.c Distinguish between singing, MU.K.C.1.Su.c Explore sounds from various speaking, and whispering voices. sound sources. Enduring UNDERSTANDing 2: Assessing our own and others’ artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth. Independent Supported Participatory MU.K.C.2.In.a Explore different performances of MU.K.C.2.Su.a Respond to performances of MU.K.C.2.Pa.a Attend to familiar songs. familiar songs. performances of familiar songs. Enduring UNDERSTANDing 3: The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. Independent Supported Participatory MU.K.C.3.In.a Identify preferred musical MU.K.C.2.Su.a Respond to a variety of music. MU.K.C.2.Pa.a Attend to a examples. variety of music.

Big Idea: SKILLS, TECHNIQUES, AND PROCESSES Enduring UNDERSTANDing 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. Independent Supported Participatory MU.K.S.1.In.a Explore different performances of MU.K.C.1.Su.a Respond to performances of MU.K.C.1.Pa.a Attend to familiar songs. familiar songs. performances of familiar songs.

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Enduring UNDERSTANDing 2: Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information. Independent Supported Participatory MU.K.S.2.In.a Sing or play songs from a model. MU.K.C.2.Su.a Explore familiar songs. MU.K.C.2.Pa.a Attend to familiar songs. Enduring UNDERSTANDing 3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques. Independent Supported Participatory MU.K.S.3.In.a Sing or play songs from a model. MU.K.C.3.Su.a Explore familiar songs. MU.K.C.3.Pa.a Attend to familiar songs.

Big Idea: ORGANIZATIONAL STRUCTURE

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Big Idea: HISTORICAL AND GLOBAL CONNECTIONS

Enduring UNDERSTANDing 1: Through study in the arts, we learn about and honor others and the worlds in which they live(d). Independent Supported Participatory MU.K.H.1.In.a Respond to music from a variety MU.K.H.1.Su.a Explore music from a variety of MU.K.H.1.Pa.a Attend to music of cultures and musical periods. cultures and musical periods. from a variety of cultures and musical periods. Enduring UNDERSTANDing 2: The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. Independent Supported Participatory MU.K.H.2.In.a Respond to music of American MU.K.H.2.Su.a Explore music of American MU.K.H.2.Pa.a Attend to music cultural sub-groups. cultural sub-groups. of American cultural sub-groups. Enduring UNDERSTANDing 3: Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields. Independent Supported Participatory MU.K.H.3.In.a Respond to simple songs, finger MU.K.H.3.Su.a Explore simple songs, finger MU.K.H.3.Pa.a Attend to plays, and rhymes to experience connections plays, and rhymes to experience connections simple songs, finger plays, and among music, language, and numbers. among music, language, and numbers. rhymes to experience connections among music, language, and numbers.

Big Idea: INNOVATION, TECHNOLOGY, AND THE FUTURE

Enduring UNDERSTANDing 1: Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking. Independent Supported Participatory MU.K.F.1.In.a Explore music through creative MU.K.F.1.Su.a Explore a variety of sounds in the MU.K.F.1.Pa.a Attend to a play and found sounds in the music classroom. classroom. variety of sounds in the classroom.

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Enduring UNDERSTANDing 3: The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts. Independent Supported Participatory MU.K.F.3.In.a Demonstrate cooperative musical, MU.K.F.3.Su.a Cooperate in guided musical, MU.K.F.3.Pa.a Cooperate in classroom, and play behaviors. classroom, and play activities. guided musical activities.

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♫ FIRST GRADE ACCESS POINTS (K 2nd 3rd 4th 5th 6th) Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. Independent Supported Participatory MU.1.C.1.In.a Recognize teacher-selected MU.1.C.1.Su.a Attend to teacher-selected musical MU.1.C.1.Pa.a Explore sounds musical characteristics in a song or instrumental characteristics in a song or instrumental piece. from various sound sources. piece. MU.1.C.1.Su.b Recognize differences in pitch. MU.1.C.1.In.b Distinguish between pitched and non-pitched classroom instruments.

MU.1.C.1.In.c Distinguish between instrumental music and vocal music. Enduring UNDERSTANDing 2: Assessing our own and others’ artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth. Independent Supported Participatory MU.1.C.2.In.a Recognize similarities and/or MU.1.C.2.Su.a Explore different performances of MU.1.C.2.Pa.a Explore a differences between two performances of a familiar songs. variety of familiar songs. familiar song. Enduring UNDERSTANDing 3: The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. Independent Supported Participatory MU.1.C.3.In.a Express an opinion about selected MU.1.C.3.Su.a Select preferred musical examples. MU.1.C.3.Pa.a Explore a pieces of music. variety of music.

Big Idea: SKILLS, TECHNIQUES, AND PROCESSES

Enduring UNDERSTANDing 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. Independent Supported Participatory

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MU.1.S.1.In.a Imitate simple vocal or MU.1.C.1.Su.a Respond to simple vocal or MU.1.C.1.Pa.a Explore simple instrumental musical patterns or songs. instrumental patterns or songs. vocal or instrumental patterns of songs. Enduring UNDERSTANDing 2: Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information. Independent Supported Participatory MU.1.S.2.In.a Sing or play songs from a model, MU.1.S.2.Su.a Respond to familiar songs. MU.1.S.2.Pa.a Explore familiar including changes in verses or repeats. songs. Enduring UNDERSTANDing 3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques. Independent Supported Participatory MU.1.S.3.In.a Sing or play songs from a memory. MU.1.S.3.Su.a Sing or play songs from a model. MU.1.S.3.Pa.a Respond to familiar songs. MU.1.S.3.In.b Imitate simple vocal or MU.1.S.3.Su.b Respond to simple vocal or instrumental patterns and/or accompaniments on instrumental patterns and/or accompaniments. MU.1.S.3.Pa.b Explore simple classroom instruments. vocal or instrumental patterns MU.1.S.3.Su.c Respond to traditional or non- and/or accompaniments. MU.1.S.3.In.c Imitate traditional or nontraditional representations of simple melodic traditional representations of simple melodic patterns performed by the teacher or a peer. MU.1.S.3.Pa.c Explore patterns performed by the teacher or a peer. traditional or non-traditional representations of simple melodic patterns performed by the teacher or a peer.

Big Idea: ORGANIZATIONAL STRUCTURE

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MU.1.O.1.In.b Imitate patterns of a simple, four- MU.1.O.1.Su.b Demonstrate awareness of beat or measure song or speech piece. rhythm.

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Enduring UNDERSTANDing 3: Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world. Independent Supported Participatory MU.1.O.3.In.a Demonstrate awareness of changes MU.1.O.3.Su.a Respond to a variety of music. MU.1.O.3.Pa.a Explore a in tempo and/or dynamics within musical variety of music. examples.

Big Idea: HISTORICAL AND GLOBAL CONNECTIONS

Enduring UNDERSTANDing 1: Through study in the arts, we learn about and honor others and the worlds in which they live(d). Independent Supported Participatory MU.1.H.1.In.a Respond to simple songs, dances, MU.1.H.1.Su.a Explore simple songs, dances, and MU.1.H.1.Pa.a Attend to simple and musical games from a variety of cultures. musical games from a variety of cultures. songs, dances, and musical games from a variety of cultures. Enduring UNDERSTANDing 2: The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. Independent Supported Participatory MU.1.H.2.In.a Respond to folk music used to MU.1.H.2.Su.a Explore folk music used to MU.1.H.2.Pa.a Attend to folk remember and honor America and its cultural remember and honor America and its cultural music used to remember and heritage. heritage. honor America and its cultural heritage. Enduring UNDERSTANDing 3: Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields. Independent Supported Participatory MU.1.H.3.In.a Recognize the use of instruments MU.1.H.3.Su.a Explore the use of instruments and MU.1.H.3.Pa.a Attend to the and vocal sounds to enhance specified words or vocal sounds to enhance specified words or use of instruments and vocal phrases in children’s songs, choral readings of phrases. sounds. poems and stories, and/or chants.

138

Big Idea: INNOVATION, TECHNOLOGY, AND THE FUTURE

Enduring UNDERSTANDing 1: Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking. Independent Supported Participatory MU.1.F.1.In.a Imitate a variety of sounds or MU.1.F.1.Su.a Explore a variety of sounds or MU.1.F.1.Pa.a Attend to a movements using props, instruments, and/or found movements using props, instruments, and/or found variety of sounds or movements sounds. sounds. using props, instruments, and/or found sounds. Enduring UNDERSTANDing 2: Careers in and related to the arts significantly and positively impact local and global economies. Independent Supported Participatory MU.1.F.2.In.a Identify preferred ways to MU.1.F.2.Su.a Explore a variety of ways to MU.1.F.2.Pa.a Attend to a participate in music. participate in music. variety of ways of participating in music. Enduring UNDERSTANDing 3: The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts. Independent Supported Participatory MU.1.F.3.In.a Contribute to collaborative tasks MU.1.F.3.Su.a Cooperate in classroom and play MU.1.F.3.Pa.a Attend to tasks related to music. activities. related to music.

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♫ SECOND GRADE ACCESS POINTS (K 1st 3rd 4th 5th 6th) Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. Independent Supported Participatory MU.2.C.1.In.a Use a teacher-selected sensory skill MU.2.C.1.Su.a Recognize a teacher-selected MU.2.C.1.Pa.a Attend to a to recognize specified musical characteristics. musical characteristic in a song or instrumental teacher-selected musical piece. characteristic in a song or MU.2.C.1.In.b Respond to a musical work in a instrumental piece. variety of ways. MU.2.C.1.Su.b Respond to a musical work. MU.2.C.1.Pa.b Explore a MU.2.C.1.In.c Identify a variety of non-pitched MU.2.C.1.Su.c Explore non-pitched classroom variety of music. instruments. instruments. MU.2.C.1.Pa.c Explore differences in pitch. Enduring UNDERSTANDing 2: Assessing our own and others’ artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth. Independent Supported Participatory MU.2.C.2.In.a Identify preferred and non- MU.2.C.2.Su.a Select preferred performances of MU.2.C.2.Pa.a Respond to preferred performances of familiar songs. familiar songs. performances of familiar songs. Enduring UNDERSTANDing 3: The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. Independent Supported Participatory MU.2.C.3.In.a Recognize characteristics of a MU.2.C.3.Su.a Respond to a variety of music MU.2.C.3.Pa.a Attend to a variety of music. characteristics. variety of music characteristics.

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Big Idea: SKILLS, TECHNIQUES, AND PROCESSES

Enduring UNDERSTANDing 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. Independent Supported Participatory MU.2.S.1.In.a Perform simple vocal or MU.2.S.1.Su.a Imitate simple vocal or MU.2.S.1.Pa.a Respond to a instrumental musical patterns or songs. instrumental patterns or songs. variety of simple vocal or instrumental patterns or songs. Enduring UNDERSTANDing 2: Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information. Independent Supported Participatory MU.2.S.2.In.a Sing or play songs from memory. MU.2.S.2.Su.a Sing or play songs from a model. MU.2.S.2.Pa.a Respond to familiar songs. Enduring UNDERSTANDing 3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques. Independent Supported Participatory MU.2.S.3.In.a Sing songs of limited range using MU.2.S.3.Su.a Sing or play songs from a model. MU.2.S.3.Pa.a Explore familiar the head voice. songs. MU.2.S.3.Su.b Imitate visual, gestural, or MU.2.S.3.In.b Perform simple songs and traditional representation of simple melodic MU.2.S.3.Pa.b Recognize accompaniments. patterns performed by the teacher or a peer. visual, gestural, or traditional representation of simple melodic MU.2.S.3.In.c Sing simple la-sol-mi-do patterns patterns performed by the from a model. teacher or a peer.

MU.2.S.3.In.d Identify visual, gestural, and traditional representation of simple melodic patterns performed by the teacher or a peer.

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Big Idea: ORGANIZATIONAL STRUCTURE

MU.2.O.1.In.b Identify similarities and differences in melodic phrases and/or rhythm patterns. Enduring UNDERSTANDing 3: Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world. Independent Supported Participatory MU.2.O.3.In.a Respond to music to demonstrate MU.2.O.3.Su.a Demonstrate awareness of beat MU.2.O.3.Pa.a Explore a how it makes one feel. and rhythm. variety of music.

Big Idea: HISTORICAL AND GLOBAL CONNECTIONS

Enduring UNDERSTANDing 1: Through study in the arts, we learn about and honor others and the worlds in which they live(d). Independent Supported Participatory MU.2.H.1.In.a Imitate songs, games, dances, and MU.2.H.1.Su.a Imitate songs, games, and dances MU.2.H.1.Pa.a Explore simple simple instrumental accompaniments from a from a variety of cultures. songs, dances, and musical variety of cultures. games from a variety of cultures. Enduring UNDERSTANDing 2: The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. Independent Supported Participatory MU.2.H.2.In.a Identify music used for MU.2.H.2.Su.a Match musical examples to their MU.2.H.2.Pa.a Explore music celebrations in American and other cultures. function. used for celebrations in American and other cultures.

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Enduring UNDERSTANDing 3: Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields. Independent Supported Participatory MU.2.H.3.In.a Recognize the use of patterns in MU.2.H.3.Su.a Explore the use of patterns in MU.2.H.3.Pa.a Explore the use music to gain a foundation for exploring patterns music to gain a foundation for exploring patterns of instruments and vocal sounds. in other contexts. in other contexts.

Big Idea: INNOVATION, TECHNOLOGY, AND THE FUTURE

143

♫ THIRD GRADE ACCESS POINTS (K 1st 2nd 4th 5th 6th) Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. Independent Supported Participatory MU.3.C.1.In.a Use a variety of teacher-selected MU.3.C.1.Su.a Recognize a variety of teacher- MU.3.C.1.Pa.a Explore a sensory skills to recognize specified musical selected musical characteristics in a song or variety of teacher-selected characteristics. instrumental piece. musical characteristics in a song or instrumental piece. MU.3.C.1.In.b Respond to a musical work in a MU.3.C.1.Su.b Respond to teacher-selected variety of ways to show awareness of differences musical characteristics in a song or instrumental MU.3.C.1.Pa.b Attend, using in musical ideas. piece. senses, to a variety of orchestral and band instruments. MU.3.C.1.In.c Identify a variety of orchestral and MU.3.C.1.Su.c Recognize selected orchestral and band instruments. band instruments.

MU.3.C.1.In.d Differentiate between music MU.3.C.1.Su.d Distinguish between music and performed by one singer or in unison, and music song. performed by a group of singers. Enduring UNDERSTANDing 2: Assessing our own and others’ artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth. Independent Supported Participatory MU.3.C.2.In.a Identify a reason for preferring one MU.3.C.2.Su.a Use a teacher-selected criterion to MU.3.C.2.Pa.a Select preferred performance of a familiar song over another. evaluate performances of familiar music. familiar songs. Enduring UNDERSTANDing 3: The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. Independent Supported Participatory MU.3.C.3.In.a Recognize that musical MU.3.C.3.Su.a Recognize a variety of music MU.3.C.3.Pa.a Recognize a characteristics influence our opinion of the piece. characteristics. characteristic of music.

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Big Idea: SKILLS, TECHNIQUES, AND PROCESSES

Enduring UNDERSTANDing 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. Independent Supported Participatory MU.3.S.1.In.a Improvise simple vocal or MU.3.S.1.Su.a Imitate simple vocal or MU.3.S.1.Pa.a Respond to a instrumental musical patterns over ostinati. instrumental patterns over ostinati. variety of simple vocal or instrumental patterns over MU.3.S.1.In.b Improvise simple vocal or MU.3.S.1.Su.b Imitate an alternate ending to a ostinati. instrumental musical patterns. familiar song. MU.3.S.1.Pa.b Recognize an alternate ending to a familiar song. Enduring UNDERSTANDing 2: Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information. Independent Supported Participatory MU.3.S.2.In.a Imitate a variety of musical MU.3.S.2.Su.a Sing or play familiar songs from MU.3.S.2.Pa.a Recognize patterns in songs. memory. familiar songs. Enduring UNDERSTANDing 3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques. Independent Supported Participatory MU.3.S.3.In.a Sing simple songs in a group using MU.3.S.3.Su.a Sing or play songs from memory. MU.3.S.3.Pa.a Sing or play head voice and maintaining pitch. songs from a model.

MU.3.S.3.In.b Play simple melodies and/or MU.3.S.3.Pa.b Sing or play accompaniments on classroom instruments. songs or patterns.

MU.3.S.3.In.c Sing simple la-sol-mi-do patterns.

MU.3.S.3.In.d Imitate simple rhythm patterns in duple and triple meter.

MU.3.S.3.In.e Match aurally presented notes to traditional notation. 145

Big Idea: ORGANIZATIONAL STRUCTURE

MU.3.O.1.In.b Identify patterns in familiar songs. MU.3.O.1.Su.b Imitate patterns in familiar songs. MU.3.O.1.Pa.b Demonstrate awareness of beat or rhythm. Enduring UNDERSTANDing 2: The structural rules and conventions of an art form serve as both a foundation and departure point for creativity. Independent Supported Participatory MU.3.O.2.In.a Rearrange simple melodic or MU.3.O.2.Su.a Imitate simple melodic or MU.3.O.2.Pa.a Respond to a rhythmic patterns to generate new phrases. rhythmic patterns. variety of simple melodic or rhythmic patterns. Enduring UNDERSTANDing 3: Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world. Independent Supported Participatory MU.3.O.3.In.a Identify the mood or emotion of a MU.3.O.3.Su.a Respond to music to demonstrate piece of music. how it makes one feel.

Big Idea: HISTORICAL AND GLOBAL CONNECTIONS

Enduring UNDERSTANDing 1: Through study in the arts, we learn about and honor others and the worlds in which they live(d). Independent Supported Participatory MU.3.H.1.In.a Identify indigenous instruments of MU.3.H.1.Su.a Match selected instruments to MU.3.H.1.Pa.a Explore specified cultures. specified cultures. indigenous instruments of specified cultures. MU.3.H.1.In.b Recognize characteristic musical MU.3.H.1.Su.b Match characteristic musical sounds from a variety of cultures. sounds to specified cultures. MU.3.H.1.Pa.b Explore characteristic musical sounds from a variety of cultures. 146

Enduring UNDERSTANDing 2: The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. Independent Supported Participatory MU.3.H.2.In.a Recognize influences of culture MU.3.H.2.Su.a Recognize a variety of music that MU.3.H.2.Pa.a Associate and history on American music. represents American culture or history. musical examples with American culture or history. Enduring UNDERSTANDing 3: Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields. Independent Supported Participatory MU.3.H.3.In.a Experience similarities in the use MU.3.H.3.Su.a Explore the use of pattern, line, MU.3.H.3.Pa.a Respond to the of pattern, line, or form in music and other teacher- and form in music and other teacher-selected use of patterns in music. selected contexts. contexts.

Big Idea: INNOVATION, TECHNOLOGY, AND THE FUTURE

Enduring UNDERSTANDing 1: Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking. Independent Supported Participatory MU.3.F.1.In.a Use sounds and movements to MU.3.F.1.Su.a Imitate sounds and movements to MU.3.F.1.Pa.a Respond to a represent or enhance story or poem characteristics. represent or enhance story or poem characteristics. variety of sounds and movements that represent or enhance story or poem characteristics. Enduring UNDERSTANDing 2: Careers in and related to the arts significantly and positively impact local and global economies. Independent Supported Participatory MU.3.F.2.In.a Identify musicians in the school, MU.3.F.2.Su.a Recognize musicians in the school, MU.3.F.2.Pa.a Recognize that community, or media. community, or media. people who make music are called musicians. MU.3.F.2.In.b Identify opportunities in the school, MU.3.F.2.Su.b Recognize opportunities in the home, or community for participating in music school, home, or community for participating in MU.3.F.2.Pa.b Recognize an making. music making. opportunity in the school, home, or community for participating in music-making. 147

Enduring UNDERSTANDing 3: The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts. Independent Supported Participatory MU.3.F.3.In.a Sequence two or more components MU.3.F.3.Su.a Complete one or more components MU.3.F.3.Pa.a Contribute to related to individual or collaborative musical of individual or collaborative musical projects. collaborative tasks related to projects. music.

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♫ FOURTH GRADE ACCESS POINTS (K 1st 2nd 3rd 5th 6th) Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. Independent Supported Participatory MU.4.C.1.In.a Identify and use appropriate MU.4.C.1.Su.a Use a teacher-selected sensory MU.4.C.1.Pa.a Recognize a sensory skills to recognize specified musical skill to recognize specified musical characteristics. teacher-selected musical characteristics. characteristic in a song or MU.4.C.1.Su.b Recognize a variety of orchestral instrumental piece. MU.4.C.1.In.b Recognize families of orchestral and band instruments. and band instruments. MU.4.C.1.Pa.b Recognize MU.4.C.1.Su.c Use a teacher-selected sensory selected orchestral and band MU.4.C.1.In.c Identify and use appropriate skill to recognize differences in voice parts. instruments. sensory skills to distinguish voice parts. MU.4.C.1.Pa.c Distinguish between two voice types. Enduring UNDERSTANDing 2: Assessing our own and others’ artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth. Independent Supported Participatory MU.4.C.2.In.a Identify selected basic music MU.4.C.2.Su.a Recognize a selected basic music MU.4.C.2.Pa.a Select a performance techniques to provide a foundation performance technique to provide a foundation for characteristic that makes music for critiquing self and others. critiquing self and others. appealing.

MU.4.C.2.In.b Use defined criteria to critique MU.4.C.2.Su.b Use a teacher-selected criterion to specified techniques in performances of one’s self critique specified techniques in performances of and others. one’s self and others. Enduring UNDERSTANDing 3: The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. Independent Supported Participatory MU.4.C.3.In.a Identify characteristics that make MU.4.C.3.Su.a Recognize characteristics that MU.4.C.3.Pa.a Select a various musical works appealing. make various musical works appealing. characteristic that makes a musical work appealing.

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Big Idea: SKILLS, TECHNIQUES, AND PROCESSES

Enduring UNDERSTANDing 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. Independent Supported Participatory MU.4.S.1.In.a Improvise vocal or instrumental MU.4.S.1.Su.a Perform simple vocal or MU.4.S.1.Pa.a Imitate simple patterns using familiar songs. instrumental patterns or songs. vocal or instrumental patterns or songs. Enduring UNDERSTANDing 2: Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information. Independent Supported Participatory MU.4.S.2.In.a Recognize patterns in music. MU.4.S.2.Su.a Imitate musical patterns. MU.4.S.2.Pa.a Recognize a musical pattern. Enduring UNDERSTANDing 3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques. Independent Supported Participatory MU.4.S.3.In.a Sing songs in an appropriate range MU.4.S.3.Su.a Sing songs of limited range using MU.4.S.3.Pa.a Sing or play using head voice and maintaining pitch. the head voice. songs or patterns from a model.

MU.4.S.3.In.b Perform simple melodies and/or MU.4.S.3.Su.b Perform simple songs and MU.4.S.3.Pa.b Sing or play accompaniments on classroom instruments. accompaniments. songs or patterns from a cue.

MU.4.S.3.In.c Copy simple rhythmic and melodic patterns using traditional notation.

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Big Idea: ORGANIZATIONAL STRUCTURE

Enduring UNDERSTANDing 1: Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process. Independent Supported Participatory MU.4.O.1.In.a Identify elements of music in MU.4.O.1.Su.a Recognize selected elements of MU.4.O.1.Pa.a Demonstrate different types of music as a foundation for music in different types of music. awareness of beat or rhythm. understanding the structural conventions of specific styles. Enduring UNDERSTANDing 2: The structural rules and conventions of an art form serve as both a foundation and departure point for creativity. Independent Supported Participatory MU.4.O.2.In.a Change the feeling of a musical MU.4.O.2.Su.a Select an element to change in a MU.4.O.2.Pa.a Respond to a phrase by altering the elements of music. musical phrase. change in a musical phrase. Enduring UNDERSTANDing 3: Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world. Independent Supported Participatory MU.4.O.3.In.a Recognize how a change in an MU.4.O.3.Su.a Match expressive elements and MU.4.O.3.Pa.a Recognize the expressive element affects the mood or emotion of lyrics to mood or emotion. mood or emotion expressed in a a song. musical piece.

MU.4.O.3.In.b Change an expressive element to a vocal or instrumental piece and discuss the result.

151

Big Idea: HISTORICAL AND GLOBAL CONNECTIONS

Enduring UNDERSTANDing 1: Through study in the arts, we learn about and honor others and the worlds in which they live(d). Independent Supported Participatory MU.4.H.1.In.a Identify common uses of music MU.4.H.1.Su.a Recognize common uses of music MU.4.H.1.Pa.a Recognize a use within specific cultures. within specific cultures. of music common to cultures or times. MU.4.H.1.In.b Recognize pieces of music that MU.4.H.1.Su.b Match pieces of characteristic originated from cultures other than one’s own. music to specified cultures. MU.4.H.1.Pa.b Associate a piece of music with a specified culture. Enduring UNDERSTANDing 2: The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. Independent Supported Participatory MU.4.H.2.In.a Identify and listen to music related MU.4.H.2.Su.a Recognize a variety of music that MU.4.H.2.Pa.a Associate to Florida’s history. represents Florida culture or history. musical examples with Florida culture or history. MU.4.H.2.In.b Identify a variety of venues to MU.4.H.2.Su.b Recognize a variety of venues to experience music. experience music. MU.4.H.2.Pa.b Recognize a way to interact with music. Enduring UNDERSTANDing 3: Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields. Independent Supported Participatory MU.4.H.3.In.a Compare the use of pattern, line, MU.4.H.3.Su.a Connect the use of pattern, line, MU.4.H.3.Pa.a Respond to the and form found in music with other teacher- and form found in music with another teacher- use of patterns in music and selected contexts. selected context. another teacher-selected context.

152

Big Idea: INNOVATION, TECHNOLOGY, AND THE FUTURE

Enduring UNDERSTANDing 1: Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking. Independent Supported Participatory MU.4.F.1.In.a Change the feeling of melodic or MU.4.F.1.Su.a Imitate changes in sounds and MU.4.F.1.Pa.a Explore changes rhythmic pieces by varying or adding dynamics, movements of melodic or rhythmic pieces. in sounds and movements of timbre, tempo, lyrics, and/or movement. melodic or rhythmic pieces. Enduring UNDERSTANDing 2: Careers in and related to the arts significantly and positively impact local and global economies. Independent Supported Participatory MU.4.F.2.In.a Identify two or more community MU.4.F.2.Su.a Recognize two or more MU.4.F.2.Pa.a Associate music opportunities in or related to music for community opportunities to participate in activities with leisure or recreation. employment or leisure. related to music. Enduring UNDERSTANDing 3: The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts. Independent Supported Participatory MU.4.F.3.In.a Identify a personal quality that MU.4.F.3.Su.a Recognize a personal quality that MU.4.F.3.Pa.a Recognize a supports success in music that can be applied to supports success in music that can be applied to personal quality that supports other fields. other fields. success in life.

MU.4.3.Su.b Recognize and respect the property MU.4.F.3.Pa.b Recognize the of others. property of others.

153

♫ FIFTH GRADE ACCESS POINTS (K 1st 2nd 3rd 4th 6th) Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. Independent Supported Participatory MU.5.C.1.In.a Identify and use appropriate MU.5.C.1.Su.a Recognize and use teacher- MU.5.C.1.Pa.a Use sensory sensory skills to support appreciation of musical selected sensory skills to support appreciation of strategies to support appreciation works. musical works. of musical works.

MU.5.C.1.In.b Identify the musical intent of the MU.5.C.1.Su.b Match the musical intent of the MU.5.C.1.Pa.b Recognize that composer for a specific musical work. composer to a specific musical work. music examples convey meaning. MU.5.C.1.In.c Identify families of orchestral and MU.5.C.1.Su.c Identify a variety of orchestral and band instruments. band instruments. MU.5.C.1.Pa.c Recognize selected orchestral and band MU.5.C.1.In.d Identify the four primary voice MU.5.C.1.Su.d Recognize differences between instruments. parts: soprano, alto, tenor, and bass. different voice parts MU.5.C.1.Pa.d Distinguish between two voices. Enduring UNDERSTANDing 2: Assessing our own and others’ artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth. Independent Supported Participatory MU.5.C.2.In.a Use defined criteria to analyze MU.5.C.2.Su.a Use a teacher-selected criterion to MU.5.C.2.Pa.a Use teacher- one’s own and others’ performance. evaluate one’s own and others’ performance. selected criterion to evaluate performances of familiar music. MU.5.C.2.In.b Use defined criteria to analyze and MU.5.C.s.Su.b Use a teacher-selected criterion to revise one’s own performance. analyze and revise one’s own performance. MU.5.C.2.Pa.b Use a teacher- selected criterion to analyze and revise personal performances with guidance from teachers and peers.

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Enduring UNDERSTANDing 3: The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. Independent Supported Participatory MU.5.C.3.In.a Use defined criteria to respond to MU.5.C.3.Su.a Use a teacher-selected criterion to MU.5.C.3.Pa.a Select preferred musical work of a specified period or genre. respond to musical work of a specified period or musical work of a specified genre. period or genre.

Big Idea: SKILLS, TECHNIQUES, AND PROCESSES

Enduring UNDERSTANDing 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. Independent Supported Participatory MU.5.S.1.In.a Improvise rhythmic or melodic MU.5.S.1.Su.a Improvise simple rhythmic or MU.5.S.1.Pa.a Participate in phrases to create variations on familiar melodies. melodic patterns to create variations on familiar simple rhythmic or melodic melodies. patterns.

MU.5.S.1.Pa.b Imitate simple rhythmic or melodic patterns. Enduring UNDERSTANDing 2: Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information. Independent Supported Participatory MU.5.S.2.In.a Re-create musical patterns from MU.5.S.2.Su.a Imitate a variety of musical MU.5.S.2.Pa.a Match musical familiar music. patterns. patterns to a model.

MU.5.S.2.In.a Sing rounds, canons, or ostinati in MU.5.S.2.Su.a Sing simple songs in a group using MU.5.S.2.Pa.a Contribute to the an appropriate range using head voice and head voice and maintaining pitch. performance of group songs. maintaining pitch. MU.5.S.2.Su.b Play simple melodies and/or MU.5.S.2.Pa.b Sing or play MU.5.S.2.In.b Play melodies and accompaniments accompaniments on classroom instruments. songs or patterns from memory. on classroom instruments.

MU.5.S.2.In.c Notate simple rhythmic phrases using traditional notation. 155

Big Idea: ORGANIZATIONAL STRUCTURE

MU.5.O.1.Pa.b Recognize a selected element in a piece of music. Enduring UNDERSTANDing 2: The structural rules and conventions of an art form serve as both a foundation and departure point for creativity. Independent Supported Participatory MU.5.O.2.In.a Rearrange melodic or rhythmic MU.5.O.2.Su.a Rearrange simple melodic or MU.5.O.2.Pa.a Select preferred patterns to generate new phrases. rhythmic patterns to generate new phrases. simple melodic or rhythmic patterns. Enduring UNDERSTANDing 3: Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world. Independent Supported Participatory MU.5.O.3.In.a Discuss how expressive elements MU.5.O.3.Su.a Identify the mood or emotion of a MU.5.O.3.Pa.a Respond to can change the mood or emotion of a piece of piece of music. music to demonstrate how it music. makes on feel.

MU.5.O.3.In.b Practice performing expressive MU.5.O.3.Pa.a Respond to elements in a vocal or instrumental piece. music to demonstrate how it makes one feel.

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Big Idea: HISTORICAL AND GLOBAL CONNECTIONS

Enduring UNDERSTANDing 1: Through study in the arts, we learn about and honor others and the worlds in which they live(d). Independent Supported Participatory MU.5.H.1.In.a Identify the purpose for which MU.5.H.1.Su.a Recognize the purpose for which MU.5.H.1.Pa.a Recognize the specified music is used within various cultures. specified music is used within various cultures. purpose of specified music.

MU.5.H.1.In.b Identify similarities and MU.5.H.1.Su.b Recognize similarities or MU.5.H.1.Pa.b Recognize differences between styles and features of music differences between styles or features of music similarities or differences in produced by different cultures. produced by different cultures. musical compositions. Enduring UNDERSTANDing 2: The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. Independent Supported Participatory MU.5.H.2.In.a Identify musicians and composers MU.5.H.2.Su.a Recognize selected music for a MU.5.H.2.Pa.a Explore music for a specific historical period. specific historical period. from a specific historical period.

MU.5.H.2.In.b Identify and use a variety of MU.5.H.2.Su.b Recognize and use selected MU.5.H.2.Pa.b Use a selected technologies to experience music. technologies to experience music. technology to experience music. Enduring UNDERSTANDing 3: Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields. Independent Supported Participatory MU.5.H.3.In.a Examine the steps of a critical- MU.5.H.3.Su.a Examine selected steps in critical- MU.5.H.3.Pa.a Explore the use thinking process in music and apply them to thinking processes in music and apply them to of pattern, line, and form in another teacher-selected discipline. another teacher-selected discipline. music and other teacher-selected contexts.

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Big Idea: INNOVATION, TECHNOLOGY, AND THE FUTURE

Enduring UNDERSTANDing 1: Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking. Independent Supported Participatory MU.5.F.1.In.a Select and use visual, kinesthetic, MU.5.F.1.Su.a Use selected visual, kinesthetic, MU.5.F.1.Pa.a Explore selected digital, and/or acoustic means to manipulate digital, and/or acoustic means to manipulate visual, kinesthetic, digital, musical elements. musical elements. and/or acoustic means to manipulate musical elements. Enduring UNDERSTANDing 2: Careers in and related to the arts significantly and positively impact local and global economies. Independent Supported Participatory MU.5.F.2.In.a Identify two or more community MU.5.F.2.Su.a Recognize two or more MU.5.F.2.Pa.a Recognize a opportunities in or related to music for community opportunities in or related to music for community opportunity in or employment and leisure. employment or leisure. related to music for employment or leisure. Enduring UNDERSTANDing 3: The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts. Independent Supported Participatory MU.5.F.3.In.a Identify personal qualities that MU.5.F.3.Su.a Recognize selected personal MU.5.F.3.Pa.a Recognize a support success in music that can be applied to qualities that support success in music that can be personal quality that supports other fields. applied to other fields. success in music that can be applied to other fields. MU.5.F.3.In.b Follow safe, legal, and responsible MU.5.F.3.Su.b Follow safe, legal, and responsible practices to use a variety of technology tools to practices to use a technology tool to produce or MU.5.F.3.Pa.b Recognize and produce and listen to music. listen to music. respect the property of others.

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♫ SIXTH GRADE ACCESS POINTS (K 1st 2nd 3rd 4th 5th) Big Idea: CRITICAL THINKING AND REFLECTION

Enduring UNDERSTANDing 1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. Independent Supported Participatory MU.68.C.1.In.a Develop effective sensory MU.68.C.1.Su.a Use appropriate sensory skills to MU.68.C.1.Pa.a Use the senses strategies and describe how they support support appreciation of familiar musical works. to support appreciation of appreciation of familiar musical works. familiar musical works. MU.68.C.1.Su.b Recognize the musical intent of MU.68.C.1.In.b Identify the composer’s intent the composer for a specific musical work. MU.68.C.1.Pa.b Recognize the and aesthetic impact of a performance. aesthetic impact of a MU.68.C.1.Su.c Recognize selected instrumental performance. MU.68.C.1.In.c Identify selected instrumental styles and ensembles. styles and ensembles. MU.68.C.1.Pa.c Recognize MU.68.C.1.Su.d Recognize selected vocal styles selected instrumental styles. MU.68.C.1.In.d Identify selected vocal styles and and ensembles. ensembles. MU.68.C.1.Pa.d Recognize selected vocal styles. Enduring UNDERSTANDing 2: Assessing our own and others’ artistic work, using critical-thinking, problem-solving, and decision-making skills, is central to artistic growth. Independent Supported Participatory MU.68.C.2.In.a Analyze and revise personal MU.68.C.2.Su.a Use defined criteria to analyze MU.68.C.2.Pa.a Use a teacher- performance to meet established criteria with and revise personal performances with guidance selected criterion to recognize guidance from teachers and peers. from teachers and peers. improvement in one’s own or others’ performances after MU.68.C.2.In.b Identify areas of improvement in MU.68.C.2.Su.b Use defined criteria to recognize practice or rehearsal. one’s own or others’ performances after practice or improvement in one’s own or others’ performances rehearsal using selected music vocabulary. after practice or rehearsal using selected music vocabulary.

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Enduring UNDERSTANDing 3: The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. Independent Supported Participatory MU.68.C.3.In.a Use defined criteria to evaluate MU.68.C.3.Su.a Use teacher-selected criteria to MU.68.C.3.Pa.a Use a teacher- characteristics of exemplary musical work from a identify characteristics of exemplary musical work selected criterion to respond to specific period or genre. from a specific period or genre. characteristics of exemplary musical work from a specific period or genre.

Big Idea: SKILLS, TECHNIQUES, AND PROCESSES

Enduring UNDERSTANDing 1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. Independent Supported Participatory MU.68.S.1.In.a Improvise rhythmic or melodic MU.68.S.1.Su.a Improvise vocal or instrumental MU.68.S.1.Pa.a Imitate simple phrases to accompany familiar songs and/or patterns using familiar songs. vocal or instrumental patterns or standard harmonic progressions. songs. MU.68.S.1.Su.b Perform simple instrumental MU.68.S.1.In.b Improvise phrases using familiar musical patterns. MU.68.S.1.Pa.b Participate in songs. simple instrumental patterns.

MU.68.S.1.In.c Perform a familiar melody with instrumental musical patterns. Enduring UNDERSTANDing 2: Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information. Independent Supported Participatory MU.68.S.2.In.a Perform musical patterns or music MU.68.S.2.Su.a Re-create musical phrases or MU.68.S.2.Pa.a Match a from memory. music from a given musical example. musical pattern or phrase to a given musical example.

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Enduring UNDERSTANDing 3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques. Independent Supported Participatory MU.68.S.3.In.a Sing rounds, canons, and/or MU.68.S.3.Su.a Sing songs in an appropriate MU.68.S.3.Pa.a Select notes, partner songs using proper vocal technique and range using head voice and maintaining pitch. simple melodies, and/or maintaining pitch. accompaniments to perform. MU.68.S.3.Su.b Perform simple melodies and/or MU.68.S.3.In.b Perform melodies and accompaniments on classroom instruments. MU.68.S.3.Pa.b Participate in a accompaniments on classroom instruments. rehearsal strategy to apply to a MU.68.S.3.Su.c Match aurally presented notes to skill or technique. MU.68.S.3.In.c Sight-read notes and/or simple traditional notation. rhythmic phrases. MU.68.S.3.Su.d Copy simple rhythmic and MU.68.S.3.In.d Notate simple rhythmic phrases melodic patterns using traditional notation. and/or melodies using traditional notation. MU.68.S.3.Su.e Identify a rehearsal strategy to MU.68.S.3.In.e Select rehearsal strategies to apply apply a skill or technique. skills and techniques.

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Big Idea: ORGANIZATIONAL STRUCTURE

Enduring UNDERSTANDing 1: Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process. Independent Supported Participatory MU.68.O.1.In.a Compare musical elements in MU.68.O.1.Su.a Identify elements of music in different types of music using correct music different types of music. vocabulary. Enduring UNDERSTANDing 2: The structural rules and conventions of an art form serve as both a foundation and departure point for creativity. Independent Supported Participatory MU.68.O.2.In.a Manipulate the elements of a MU.68.O.2.Su.a Change the feeling of a musical MU.68.O.2.Pa.a Select an musical piece and explore the effects of those phrase by altering an element of music. element to change in a musical manipulations. phrase. Enduring UNDERSTANDing 3: Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world. Independent Supported Participatory MU.68.O.3.In.a Identify how instrumentation and MU.68.O.3.Su.a Recognize how a change in MU.68.O.3.Pa.a Match expressive elements affect the mood or emotion of instrumentation or an expressive element affects instrumentation or expressive a song. the mood or emotion of a song. elements to mood or emotion.

MU.68.O.3.In.b Apply expressive elements to a MU.68.O.3.Su.b Change an expressive element in vocal or instrumental piece. a vocal or instrumental piece and identify the result.

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Big Idea: HISTORICAL AND GLOBAL CONNECTIONS

Enduring UNDERSTANDing 1: Through study in the arts, we learn about and honor others and the worlds in which they live(d). Independent Supported Participatory MU.68.H.1.In.a Identify the functions of music MU.68.H.1.Su.a Identify the purpose for which MU.68.H.1.Pa.a Recognize the from various cultures and time periods. specified music is used within various cultures. purpose for which specified music is used within various MU.68.H.1.In.b Identify a characteristic of music MU.68.H.1.Su.b Recognize a characteristic of cultures. from another culture in selected American music. music from another culture in selected American music. MU.68.H.1.Pa.b Recognize a MU.68.H.1.In.c Identify authentic stylistic similarity between a selected features in music originating from various cultures. MU.68.H.1.Su.c Recognize authentic stylistic American piece and that of a features in music originating from various cultures. selected piece from another culture.

MU.68.H.1.Pa.c Recognize a selected authentic stylistic feature in music originating from various cultures. Enduring UNDERSTANDing 2: The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. Independent Supported Participatory MU.68.H.2.In.a Identify the influence of historical MU.68.H.2.Su.a Recognize the influence of MU.68.H.2.Pa.a Associate events and periods on music composition and selected historical or cultural events on music of music with significant historical performance. the time. or cultural events.

MU.68.H.2.In.b Identify a variety of technologies MU.68.H.2.Su.b Recognize selected technologies MU.68.H.2.Pa.b Recognize to create, perform, acquire, and experience music. to create, perform, acquire, and experience music. selected ways to create, perform, acquire, and experience music. MU.68.H.2.In.c Classify selected music by genre, MU.68.H.s.Su.c Recognize the genre, style, style, and/or time period. and/or time period of selected music. MU.68.H.2.Pa.c Recognize the genre of selected music.

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Enduring UNDERSTANDing 3: Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields. Independent Supported Participatory MU.68.H.3.In.a Integrate music with skills and MU.68.H.3.Su.a Integrate music with selected MU.68.H.3.Pa.a Select music to concepts from other content areas and contexts. skills and concepts from other content areas or enhance other content areas or contexts. contexts.

Big Idea: INNOVATION, TECHNOLOGY, AND THE FUTURE

Enduring UNDERSTANDing 1: Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking. Independent Supported Participatory MU.68.F.1.In.a Create new interpretations of MU.68.F.1.Su.a Change the feeling of melodic or MU.68.F.1.Pa.a Participate in melodic or rhythmic pieces by using visual, rhythmic pieces using visual, kinesthetic, digital, the production of changes in kinesthetic, digital, and/or acoustic means to and/or acoustic means to manipulate musical sounds and movements of manipulate musical elements. elements. melodic or rhythmic pieces.

MU.68.F.1.In.b Create, interpret, and respond to MU.68.F.a.Su.b Create, interpret, or respond to MU.68.F.1.Pa.b Explore music music that integrates traditional and contemporary music that integrates traditional and contemporary that integrates traditional and technologies. technologies. contemporary technologies.

Enduring UNDERSTANDing 2: Careers in and related to the arts significantly and positively impact local and global economies. Independent Supported Participatory MU.68.F.2.In.a Identify two or more employment MU.68.F.2.Su.a Recognize two or more MU.68.F.2.Pa.a Distinguish and leisure opportunities in or relating to music employment and leisure opportunities in or relating employment or leisure and pair with the necessary skills and training. to music and pair with a prerequisite. opportunities that are music- related vs. non-music-related.

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Enduring UNDERSTANDing 3: The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts. Independent Supported Participatory MU.68.F.3.In.a Identify the characteristics and MU.68.F.3.Su.a Identify a personal quality that MU.68.F.3.Pa.a Recognize a behaviors displayed by successful student supports success in music that can be applied to personal quality that supports musicians and discuss how these qualities will other fields. success in music that can be contribute to success beyond the music classroom. applied to other fields. MU.68.F.3.Su.b Individually or collaboratively MU.68.F.3.In.b Individually or collaboratively demonstrate the safe, legal, and responsible use of MU.68.F.3.Pa.b Select demonstrate the safe, legal, and responsible use of selected technology tools to produce or listen to technology tools to access music a variety of technology tools to produce, store, or music as a citizen, consumer, or worker. as a citizen, consumer, or listen to music. worker.

(cont.) (cont.) (cont.) MU.68.F.3.In.c Prioritize, monitor, and complete MU.68.F.3.Pa.c Contribute to tasks related to individual or collaborative projects. MU.68.F.3.Su.b Individually or collaboratively the organization and execution organize and execute music projects having three of a music project. or more components.

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♫ REFERENCE TABLE

GRADE MELODY RHYTHM FORM EXPRESSIVE HARMONY CHARACTERISTICS Kindergarten sol-mi-la steady beat same and mood high quarter notes/rests different feelings low beamed eighth question and fast notes answer slow AB loud soft 1st sol-mi-la * ABA Largo same AABA Moderato different ABCA Presto ABAC forte (f) Repeat sign piano (p) 2nd do-mi-sol-la half note/rest ABB fortissimo (ff) ostinato repeated notes ABC pianissimo (pp) call and response crescendo decresecendo getting softer getting louder getting faster getting slower 3rd do-re-mi-sol-la whole note/rest ABABA ritardando unison 2/4, 3/4, 4/4 ABACA/rondo accelerando round verse and refrain mezzo-forte (mf) round mezzo-piano (mp) intro sforzando (sfz) coda sequence

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4th * dotted half note interlude Andante quodlibet bridge Allegro Adagio emotion 5th Major Scale sixteenth notes theme and staccato two part singing syncopation variations legato counter-melody D.C. al Fine accent fermata 6th ascending tied notes balance I-IV-V progression descending time signature blend minor scale vivace solfeggio largo lento accents

* Once introduced, a concept is continued in subsequent grade levels. An asterisk indicates no new concepts.

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♫ ESSENTIAL QUESTIONS

First Quarter – Rhythm Where do we find rhythm in everyday life? How are math and rhythm related? How does representing sound graphically help us organize music?

Second Quarter – Melody/Harmony What makes a good melody? What about a melody affects our mood or emotions? How do we create harmony? Why does each voice and instrument have its own timbre? How is melody created?

Third Quarter – Form & Expression How is music organized? How do form and structure affect our ability to learn and/or memorize music? How can I make a tune my own? How can music express feelings?

Fourth Quarter – Putting it all together/Creating What inspires someone to create music? Is the ability to read music important for making music? When is sound considered music? Is learning music an important part of one’s education? How does a culture influence the music of its people? How are music and the other disciplines related? What skills are necessary for a musician to be successful?

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♫ VOCABULARY LISTS

Kindergarten First Grade (cont.) Third Grade (cont.) Beat Expression Blues Compare Family: woodwind, brass, percussion, string Canon Contrast Lyrics Coda Element Melody Harmony Form (patterns & structure) Notate Improvisation Head voice Ostinato Indigenous Instrument Repeat Interpret Manners Staff Introduction Media Tempo Jazz Movement Major Perform Second Grade Measure Piece Aural Orchestra Recording Call & response Pentatonic Reflection Dynamics Presto Rehearsal Folk Refrain Rhythm Membrane Repeat sign Sing Meter Rondo Steady beat Notate Rubric Tone Patriotic Sequence Treble clef Pitch Solfeggio Unpitched Timbre Spiritual Voice Technique Third Grade Unison First Grade Accompany Verse Audience Adagio Vibration Bordun Allegro Characteristics Andante Chorus Band Composer Bar line Conductor 169

Fourth Grade Fifth Grade Sixth Grade A cappella 20th Century 12 bar blues Acoustic 21st Century Accents Alto Baroque Accurate Articulation Diction Infringement Balance Embellish Layered Bass Ensemble Orchestration Blend Exemplar Revenue Classical ff, pp Ritardando Concert Legato Copyright Mastery of style Crescendo mf, mp Decrescendo Minor Expressive Nationalistic f , p Pizzicato Intonation Romantic Mallet Solo Opera Staccato Part song Syncopation Phrasing Theme Posture Time signature Quodlibet Tonalities Soprano Variation Style Tenor Theatre Tradition Venue

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♫ BEST PRACTICES ELEMENTARY MUSIC PROGRAM

Teacher Name: ______School: ______Date: ______

Directions: Use the key as a guide to assess the Best Practices for an elementary music program.

KEY

M – Mastery; Consistently Evident E – Emergent; Sometimes Evident P – Proficient; Often Evident N – Not Yet Evident

CLASSROOM

The classroom is a musical-rich environment, equipped with various pitched and unpitched instruments, e.g., Orff instruments, folk instruments, keyboards, recorders.

The classroom is a safe, friendly environment in which students are encouraged to take risks without fear of retribution or negative feedback from the students or teacher.

The classroom is a musically print-rich environment, e.g., word walls, posters, graphics.

The classroom has adequate space for varied musical activities.

The classroom routines and procedures are established, posted, modeled, and followed.

The classroom is equipped with technology to meet the 21st Century Technology Standard, e.g., projector, document camera, computer, microphone.

The classroom is equipped with an acoustic/digital piano.

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STUDENTS

The students have opportunities to reflect, appreciate, and interpret with artistic intent.

The students have opportunities to improvise and create music.

The students are encouraged to use vocabulary and notation of music at the highest skill level possible.

The students understand the skills learned through music that are necessary in everyday life and in the 21st Century workplace.

The students understand the role music plays within our everyday lives, the connection to all subjects, and its role in the global economy.

The student is provided opportunities, e.g., performances, field trips, and collaboration with business partners, to support the musical life of the community.

The students assess their work and the work of others through critical thinking, problem solving, and decision making skills.

The student is aware and follows the policies and procedures of the classroom.

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TEACHER

The teacher actively seeks to learn new music teaching methods by participating in staff development, workshops, reading professional periodicals, networking, etc.

The teacher actively shares knowledge and experience with new teachers and other colleagues.

The teacher models and shares his/her own joy of music and encourages students to continue musical learning as a life-long process.

The teacher communicates with and involves parents in addressing their child’s musical progress.

The teacher provides in-depth and personal interaction to identify diverse musical styles and genres.

The teacher’s instructional decisions reflect the music standards and KNOW:s.

The teacher asks questions that require students to make aesthetic judgments based on critical thinking, problem solving, and decision making skills.

The teacher uses assessment materials, e.g., listening tests, informal/formal observations, guided rubrics and evaluations, etc., on an ongoing basis to determine students’ musical competencies of the Next Generation Sunshine State Standards.

The teacher provides instruction that will identify the role music plays in everyday life, the community, and globally.

The teacher makes wise use of the district-approved program and supplements with other resources as needed.

The teacher is certified in music K-12.

The teacher uses technology to enhance instruction when it is appropriate.

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SCHOOL

The school provides opportunities to demonstrate that music is an independent subject as well as a contributor and a connection to other academic subject areas, e.g., Math, Science, Social Studies, Language Arts, Foreign Language, Visual Arts, Physical Education, etc.

The school encourages and supports the teacher to participate in staff development, state and local workshops, and college classes.

The school provides a minimum of 40 minutes per class at least once a week for musical instruction.

The school provides an adequate facility for performances.

The school has a plan in place that maximizes the use of school music funds/allocations to provide support for students.

The school allows opportunities for performances in the school and community.

The class size of the general music class is comparable to the basic classroom.

The school allows a forty minute uninterrupted planning time for the general music teacher.

The school encourages articulation with the district level resource teacher as well as other music teachers.

The school provides funds for the county adopted textbooks and ancillary materials for each grade level in the building.

The school will provide adequate time in the schedule for special performing ensembles during the school day, e.g., chorus and strings.

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SUPPLEMENTAL EQUIPMENT LIST PITCHED INSTRUMENTS

ORFF INSTRUMENTS Order of Acquisition

1. Alto Xylophone 13. Soprano Xylophone 2. Alto Glockenspiel 14. Bass Xylophone 3. Soprano Xylophone 15. Alto Glockenspiel 4. Soprano Glockenspiel 16. Soprano Glockenspiel 5. Alto Metallophone 17. Soprano Xylophone 6. Bass Xylophone 18. Alto Xylophone 7. Alto Xylophone 19. Alto Glockenspiel 8. Soprano Xylophone 20. Soprano Glockenspiel 9. Alto Glockenspiel 21. Bass Metallophone 10. Bass Metallophone 22. Alto Metallophone 11. Soprano Glockenspiel 23. Soprano Metallophone 12. Alto Xylophone 24. Soprano Xylophone

Contra Bass Bars 1. C, G, F 2. D, A 3. E, B 4. F#, Bb 5. High C

GENERAL CLASSROOM

Autoharp/Chromaharp Guitar Melody Bells Recorders Resonator Bells Ukulele Boomwhackers TOC

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SUPPLEMENTAL EQUIPMENT LIST UNPITCHED INSTRUMENTS

MEMBRANES METALS WOODS Bass Drum Agogo Bells Afuche/Cabasa Bongos with stand Bell Tree Castanets Congas Cowbell Claves Djembe Finger Cymbals Guiro Doumbeks Flex-a-tone Log Drum Hand Drums Gankogui Maracas Ocean Drum Gong Rainstick Roto Toms/Timpani Jingle Bells/Sleigh Bells Ratchet Snare Drum Shakers Shekeres Talking Drum Slide Whistle Slap Stick Tambourine Suspended Cymbal Temple Blocks Tubanos Tambourine Vibra Slap Triangle Wood Block Wind Chimes

TOC

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SUPPLEMENTAL MATERIALS LIST SINGING GAMES, SONG COLLECTIONS, CHANTS AND MOVEMENT ACTIVITIES

SINGING COLLECTIONS 120 Singing Games and Dances Chosky John Jacobsen 150 American Folk Songs Erdei Ella Jenkins American Folk Songs for Children R. Seeger Raffi Canons of Peace and Hope Judah Lauder Sharon, Lois, and Bram Choose Your Holiday Partner Jacobsen/Billingsley Choose Your Partner Jacobsen/Billingsley Circle 'Round the Zero Kenney DRUMMING Get America Singing…Again MENC Canya Conga? Judah Lauder Grab a Partner Albrecht/Althouse Conga Town J. Solomon Kids Make Music (series) Kleiner Ensembles and Songs Schmid Little Christmas Book M. H. Solomon Hand Drums on the Move Judah Lauder One Two Three Echo Me Mitchell/Dirksing More New Ensembles and Songs Schmid Rhythm to the Rescue Albrecht/Althouse New Ensembles and Songs Schmid Rockin' Rhythm Band J. Gallina Peanut Butter Jam Schmid Shakin' it Up Albrecht/Althouse World Music Drumming Schmid Simply Sung Goetze Sing We Noel Goetze Singing in the Season Frazee Step and Stomp Jacobsen/Billingsley Step It Down Jones Ten Folk Carols for Christmas Frazee The World Sings Memphis Orff Specialists TOC

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SUPPLEMENTAL MATERIALS LIST SINGING GAMES, SONG COLLECTIONS, CHANTS AND MOVEMENT ACTIVITIES

NONTRADITIONAL INSTRUMENTS, RHYTHM, SPEECH, BODY PERCUSSION, AND STORIES MOVEMENT

A Rhyme in Time Goodkin Canya Conga Judah Lauder Best of Primary Beat Bags Bonner Conga Town J. Solomon Best of the Intermediate Beat Bags Bonner Ensembles and Songs Schmid The Body Rondo Book J. Solomon Hand Drums on the Move Judah Lauder Boom Boom Classics Judah Lauder More New Ensembles and Songs Schmid Boom Boom Holiday Fun Judah Lauder New Ensembles and Songs Schmid Boomwhackers Beat Bag Bonner Peanut Butter Jam Schmid Fun with Boomwhackers Judah Lauder World Music Drumming Schmid Holiday Uhr Monkey Business J. Solomon Name Games Goodkin Philadelphia Chickens (book/CD) Boynton Primary Boomwhackers Beat Bag Bonner Name Games Goodkin

TOC

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SUPPLEMENTAL MATERIALS LIST SINGING GAMES, SONG COLLECTIONS, CHANTS AND MOVEMENT ACTIVITIES

ORFF 2nd Rhyme Around Kriske/de Lelles Five Golden Rings Kriske/de Lelles 3rd Rhyme's the Charm Kriske/de Lelles Four Easy Orff Ensembles Bonner 55X Funtastic Songs Wuytack Four for Fun Bonner Accent on Orff Saliba From A to Zoo Saliba American Sampler McRae Game Plan Kriske/de Lelles An Acoustic Jam Davidson Getting' Outta Town Kriske/de Lelles Angel at the Door McRae Glow Ree Bee McRae Good Morning Songs and Wake-Up As American as Apple Pie Kriske/de Lelles Games Saliba Austinato: An Ostinato Jamboree Saliba Great Big House M. H. Solomon Baker's Dozen Frazee Hang onto the Big Balloon Saliba Beginning in the Middle Saliba Hearing America Memphis Musicraft Can You Canon? Wuytack Highlighting the Holidays Kriske/de Lelles Celebrate McRae Holidays and Special Days Nash/Rapley Chatter with the Angels McRae Hot Marimba Hampton Cock and Doodle Tunes Saliba It's Orff Showtime Saliba Critters and Other Creatures Saliba I've Got to Play Brophy Dance for the Children of the Earth M. H. Solomon Jellybeans and Things Saliba Deck the Halls with Holiday Sounds Forrest Junior Jam Session for Orff Ensemble Zentz Diatonic Orff Warm-Ups Bonner Las Vegas Writes II NDV Orff Chapter

TOC

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SUPPLEMENTAL MATERIALS LIST SINGING GAMES, SONG COLLECTIONS, CHANTS AND MOVEMENT ACTIVITIES

ORFF (cont.) Look What Followed Me Home Olsen Punchinella 47 Aaron Making the Most of the Holidays Kriske/de Lelles Rhythmische Ubung Keetman Marimba Mojo Hampton Safari Saliba Masterwork Themes for Orff Bonner Sing Me a Song Saliba Music for Children - Vol. I-III Orff (Am. Edition) Sing 'Round the World (Vol. 1 & 2) McRae Music for Children - Vol. I-V Orff ( Murray Edition) Spice it Up Saliba Nursery Rhymes for Children Kriske/de Lelles Strike It Rich Kriske/de Lelles Once Long Ago Kriske/de Lelles The Cat Came Back Goetze One World, Many Voices Saliba The Princeless Princess Kriske/de Lelles Orffestrations Around the World (Vol 1&2) Forrest Tops in Pops Davidson Orffestrations for America Forrest Treasures in the Attic Saliba Orffestrations for Christmas (Vol. 1 & 2) Forrest Tyme for Rhyme Kriske/de Lelles Orffestrations for Puttin' On a Show Forrest Village Day J. Solomon Orffestrations for Winter Holidays Forrest Welcome in the Day Saliba Orffestrations of an American Tapestry Forrest We're Going to the Circus Kriske/de Lelles Orffestrations of the Earth Forrest Who's at the Zoo? Saliba Orffestrations of the Masters Forrest With a Twist Saliba Playtime McRae Yours Truly Saliba Potpourri Saliba

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SUPPLEMENTAL MATERIALS LIST SINGING GAMES, SONG COLLECTIONS, CHANTS AND MOVEMENT ACTIVITIES

RECORDERS 8 More "Easy 8" Songs Muro For the Fun of It Bonner A Ram Sam "Jam" Plus Three Bonner Friends Are Always There Muro A Touch of Spain Muro Fun With the Recorder Bay Baroque Debut Whitney Getting Started With Soprano Recorder DVD Bonner Baroque Time Burakoff Give Me Five! Muro Calypso Arnold Hands On Recorder Burakoff Capriol's Caper Muro Hanukkah Holiday Burakoff Country Dances from "The English Dancing Master" Playford Hot Cross Blues Katz Country Swing Harris Introducing BAG Muro Descants in Consort Simpson Jingle Bells in 10 Flavors Tinter Do It! Play Recorder Froseth Junior Jam Session for Orff Ensemble Zentz Duet Recorder Burakoff Let Freedom Ring for Soprano Recorders Bonner Duet Time Burakoff Make Music Now Stenberg Easy 8 Muro Masterworks Themes for Three Soprano Recorders Bonner Ed Sueta Recorder Method Sueta Medieval and Renaissance Dances Carley Elemental Recorder Playing Keetman Moving On with Soprano Recorder Bonner Equally Easy Burakoff Recorder and More Burakoff Folk Songs of Europe Whitney Recorder Express Almeida For Hand Drums and Recorders Carley Recorder Rock Muro

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SUPPLEMENTAL MATERIALS LIST SINGING GAMES, SONG COLLECTIONS, CHANTS, AND MOVEMENT ACTIVITIES

RECORDERS (cont.) Recorder Routes (I, II) King Tutoring Tooters McRae Recorder Time Burakoff Windsongs Recorder Series (Books 1-6) Kulich/Beraducci Recorders 'n Rhythm Burakoff Yamaha Recorder Student Feldstein Recorders with Orff Ensemble (Books 1-3) Carley Renaissance Debut Whitney Renaissance Time Burakoff Right Hand Fun Pack Bonner Rockin' Easy Muro Simple Serenade Muro Six for Two Muro Six Note Fun Pack Bonner Suite on Four Notes Carley Swingin' Easy Muro Swingin' Recorders Harris The King's Highroad Muro The Recorder Guide Kulbach/Nitka The Sweet Pipes Recorder Book Burakoff The Tropical Recorder J & M.H. Solomon Three Note Fun Pack Bonner Tis the Season King

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SUPPLEMENTAL MATERIALS LIST VIDEOS

Ars Antiqua – Sounds of a Distant Tyme COMPOSER'S SERIES Animusic Bach's Fight for Freedom Barrage Beethoven Lives Upstairs Blast Bizet's Dream Elmo’s Music Adventure – Sesame Street Handel's Last Chance Fancy That! by Gemini Liszt's Rhapsody Jazztime – The Story of Fat Waller’s early life Rossini's Ghost John Henry (Music by B. B. King) Strauss: The King of 3/4 Time Instrumental Classmates (5 Video Set) Let’s Make Music – Sesame Street JIM GAMBLE PUPPET VIDEO CLASSICS Meet the Instruments – Bowmar Carnival of the Animals Music Factory Peer Gynt Once Upon a Sound Peter and the Wolf Our Heritage of American Patriotic Songs Rhythm Basics MARSALIS ON MUSIC Stomp Out Loud Listening for Clues The Orchestra – Rubin & Ustinov Tackling the Monster What is Music? Sousa to Satchmo Young Person’s Guide to the Orchestra – Britten Why do Toes Tap?

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SUPPLEMENTAL MATERIALS LIST TECHNOLOGY

Suggested Technology Software PC Audacity 1 GB memory minimum Finale 120 GB hard drive GarageBand (Apple) CD/DVD burner Mixcraft (PC) Wireless mouse and keyboard NCH Switch Converter Doc cam Notepad Projector and screen Print Music Sound system with multiple inputs Sibelius Amplifier CD, mp3 player Websites Surround sound speakers Arts Edge Kennedy Center – Performing and listening Microphones Classics for Kids – Classical music resources VCR/DVD player Classical Music Archives – Classical music resources K-12 Music Education Resources –Multiple sites for teachers Supplemental Laurie Zentz – Games and resources Portable sound system Morton Subotnick Making Music – Composing and creating music Digital recorder or camera Music Education Madness – Multiple resources for teachers Mobi MusicTechTeacher – Games, lesson plans and templates Interactive white board Music Theory – Theory games that can be tailored to fit a class Clickers NAfME – Resources and lessons Class set of iPads New York Philharmonic – Performing, listening, and composing PBS Kids Jazz – Jazz resource for teachers PlayMusic – Resources for teachers, students and parents San Francisco Symphony - Multiple Resources for Teachers TOC

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SUPPLEMENTAL MATERIALS LIST TEACHER RESOURCES

101 Bulletin Boards for the Music Classroom Mitchell Accent on Composers Althouse/O’Reilly Accent on Orff Konnie Saliba Copyright: The Complete Guide for Music Educators Althouse “Meet the Instruments” Posters Bowmar Discovering Orff Jane Frazee Elementaria Gunild Keetman Exploring Orff Arvida Steen Feel It! Abramson Integrating with Integrity Sue Snyder Music Puzzlers – Book 1, 2, 3 Kellman “Portraits of the Composers” Posters Bowmar Ready to Use Music Activities Kit Adair Ready to Use Music Reading Activities Mitchell Shakin’ It Up Albrecht/Althouse The Story of the Orchestra Levine Teaching Movement and Dance Phyllis Weikart Teaching the Elementary School Chorus Linda Swears Video: Congas, Bongos and other Percussion Jim Solomon We Will Sing Doreen Rao

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SUPPLEMENTAL MATERIALS LIST VENDORS

Atlantic Strings Florida Discount Music John's Music Center 227 New Haven Ave. 454 N. Harbor City Blvd. 4501 Interlake Ave. N. #9 Melbourne, FL 32901 Melbourne, FL 32935 Seattle, WA 98103 (321) 725-4161 (321) 242-8417 (800) 473-5194 www.atlanticstrings.com/contact.asp www.floridadiscountmusic.com www.johnsmusiccenter.com

American Music Supply Friendship House Kimbo Educational P.O. Box 152 P. O. Box 450978 P. O. Box 477 Spicer, MN 56288 Cleveland, OH 44145 Long Branch, NJ 07740 (800) 458-4076 (800) 791-9876 (800) 631-2187 www.americanmusical.com www.friendshiphouse.com www.kimboed.com

Brass and Reed Head's House of Music Laut’s Family Music Center 23 S. Tropical Trail 5507 N. Florida Ave. 2275 N. Courtenay Parkway Merritt Island, FL 32952 Tampa, FL 33604 Merritt Island, FL 32953 (321) 453-2700 (800) 783-8030 (321) 453-6424 www.brassandreed.com www.headshouseofmusic.com www.lautsmusic.com

Clarus Music, LTD The Horn Section Lyons Music 150 Clearbrook Rd. 1408 Highland Ave. P. O. Box 1003 Elmsford, NY 10523 Melbourne, FL 32935 Elkhart, IN 46515 (914) 347-8475 (321) 255-4676 (800) 292-4955 www.clarusmusic.com www.thehornsection.com www.lyonsmusic.com TOC

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SUPPLEMENTAL MATERIALS LIST VENDORS

Lyons Music Peripole-Bergerault Inc. Sam Ash P. O. Box 1003 P.O. Box 12909 4644 E. Colonial Drive Elkhart, IN 46515 Salem, OR 97309 Orlando, FL 32803 (800) 292-4955 (800) 443-3592 (407) 896-5508 www.lyonsmusic.com www.peripolebergerault.com www.samashmusic.com

Music Is Elementary Plank Road Publishing Shar Music P.O. Box 24263 P.O. Box 26627 P.O. Box 1411 Cleveland, OH 44124 Wauwatosa, WI 53226 Ann Arbor, MI 48104 (800) 888-7502 (800) 437-0832 (800) 248-7427 www.musiciselementary.com www.musick8.com www.sharmusic.com

Music In Motion Popplers Music Inc. Southwest Strings P.O. Box 833814 P.O. Box 14238 1721 S. Cherrybell Strav Richardson, TX 75083 Grand Forks, ND 58208 Tucson, AZ 85713 (800) 445-0649 (800) 437-1755 (800) 528-3430 www.musicmotion.com www.popplersmusic.com www.swstrings.com

Music Treasures Co. Rhythm Band Inc. Sweetwater Sound Inc. P.O. Box 9138 P.O. Box 126 5501 U. S. Hwy 30 W Richmond, VA 23227 Fort Worth, TX 76101 Fort Wayne, IN 46818 (804) 730-8800 (800) 424-4724 (800) 222-4700 www.musictreasures.com www.rhythmband.com www.sweetwater.com TOC

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SUPPLEMENTAL MATERIALS LIST VENDORS

Sweet Pipes West Music Woodwind/Brasswind 6722 Brentwood Stair Rd. P.O. Box 5521 4004 Technology Drive Fort Worth, TX 76112 Coralville, IA 52241 South Bend, IN 46628 (800) 446-1067 (800) 397-9378 (800) 348-5003 www.sweetpipes.com www.westmusic.com www.wwbw.com

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SUPPLEMENTAL MATERIALS LIST PROFESSIONAL ORGANIZATIONS

American Orff Schulwerk Association Florida Music Educators Association Cindi Wobig, Executive Director Kathleen Sanz, Executive Director P.O. Box 391089 207 Office Plaza Drive Cleveland, OH 44139 Tallahassee, FL 32301 (440) 543-5366 (805) 878-6844 www.aosa.org www.flmusiced.org

Central Florida Orff Chapter National Association for Music Education www.centralfloridaorff.org 1806 Robert Fulton Drive Reston, VA 20191 Dalcroze Society of America (800) 336-3768 Marilyn Michalka Ega, Ph.D. www.nafme.org 272 Alleyne Dr. Cranberry Township, PA 16066-7402 Organization of American Kodaly Educators www.cdalcrozeusa.org 1612 29th Avenue South Moorhead, MN 56560 Florida Elementary Music Educators Association (218) 227-6253 April Laymon, Executive Director www.oake.org www.flmusiced.org/FEMEA

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